Teaching Games for Understanding: the difficulties and challenges experienced by participation cricket coaches

Abstract

Background: Recent changes in the structure and delivery of formalised coach education courses such as the United Kingdom Coaching Framework (UKCF) and the United Kingdom Coaching Certificate (UKCC) has manifested in an increased importance on sports coaches adopting holistic and player-centred coaching pedagogy. For one National Governing Body of sport (NGB) this has prompted a change in the content and delivery of its formal coach education programme to include modules that contain approaches such as Teaching Games for Understanding which reflect constructivist learning theories. Purpose: Using constructivist learning theory and Windschitl's four dimensional model of constructivist dilemmas in practice from 2002 (conceptual dilemmas, pedagogical dilemmas, cultural dilemmas, and political dilemmas) this study examines the challenges and difficulties experienced by a number of participation sports coaches as they implemented Teaching Games for Understanding principles into an annual training programme (UKCC). Participants: Five UKCC 2 qualified cricket coaches currently coaching youth cricketers volunteered to take part in the study. Participants were purposely sampled through the author's own role as a coach education tutor. Intervention: The principle criterion of the pedagogical intervention was that the coaches embedded TGfU principles into their annual coaching programme. Research design: In order to capture the real life contexts of the participants and qualitative nature of inquiry a case study approach was adopted. Data collection: A total of 20 semi-structured interviews were conducted during a twelve-month training period. All the coaches were interviewed individually on four separate occasions. In addition 110 coaching evaluation forms were submitted for document analysis purposes. Data analysis: Interview transcripts and qualitative written comments recorded on the coaching evaluation forms were analysed separately using the constant comparative method of analysing data. Findings: The pedagogic dilemmas associated with TGfU pedagogy included the use of a questioning strategy, insufficient pedagogic content knowledge, and gaining access to appropriate support material. The conceptual dilemmas included maintaining a ‘true’ constructivist focus. The cultural dilemmas faced by the coaches included tensions within the coach-player relationship. Finally, the political dilemmas suggested the NGB could provide more guidance on the use of TGfU and in particular regular professional development opportunities. Although generally satisfied with the England and Wales Cricket Board (ECB) UKCC 2 the coaches were in retrospect disappointed with the practical examples of the TGfU modules and were concerned that TGfU was not a shared philosophy amongst the core coach education tutor team. Conclusions: The adoption of constructivist Teaching Games for Understanding principles can be a complex process for many coaches, and NGBs should consider strategies to avoid over simplifying a challenging and demanding approach to coaching and teaching. It is argued that coach education courses and NGBs need to provide support in the form of additional resources as well as continued professional development.