‘Teeing’ Up Games for Understanding (TUGfU): a golf coach’s perception and application of a game-based approach

Abstract

ABSTRACT Despite the global appeal of game-based approaches (e.g. Teaching Games for Understanding, Game Sense), there is a notable lack of evidence regarding target sport coaches’ perceptions and applications of these pedagogies. Using multiple qualitative methods including semi-structured interviews, video observations, coaching plans, reflections and visual images, this qualitative case study investigates a golf coach’s (i.e. David) perception and application of a game-based approach. Through qualitative content analysis, four overarching themes were developed concerning David’s perception and application of a game-based approach: 1. Biographical context; 2. Technical skill focus integrated with tactical concepts; 3. Pedagogic strategies to support learning; and 4. The joy of a game-based approach. The findings, presented as a narrative, indicate that while certain pedagogical features commonly associated with traditional game-based approaches were evident—such as the use of modified games to enhance understanding and skill development—others, like effective questioning, were less prominent. Nevertheless, the narrative suggests that David’s adept application of the GBA cultivated a positive and joyful learning environment. His ability to adapt the approach fostered enjoyment not only for his learners but also for himself as an educator. This highlights the potential of a well-executed game-based approach to create a fulfilling educational experience in the context of target sports.