Tactical Understanding Research Articles

Does the longitudinal development of physical and anthropometric characteristics associate with professional career attainment in adolescent Australian footballers?

This study sought to longitudinally and retrospectively determine the relationship between professional career attainment and the development of anthropometric and physical qualities in junior Australian footballers. Eighty adolescent male Australian footballers from a single state academy previously selected onto an under 16 s talent development squad were classified by career attainment (professional team selection; n = 17 and non-selected; n = 63). Physical and anthropometric tests were conducted at the end of preseason during participation in under 16 and under 18 competitions. Tests included standing height, mass, stationary countermovement jumps, dynamic vertical jumps, 20-m sprints, agility and 20 m multistage fitness test. Both groups significantly improved all performance measures between the under 16 and under 18 levels. Athletes selected onto a professional team possessed significantly quicker 20-m sprint outcomes than non-selected athletes at both under 16 and under 18 levels, highlighting the importance of this physical capacity within talent development programmes. Binary logistic regression was unable to predict an effect of any measures on career attainment. An inability of the binary logistic regression to identify qualities predictive of long-term career success likely highlights limitations associated with utilising unidimensional models of assessment in talent identification practices. As such, development coaches and sport scientists should be aware that while physical capacities play a role in career attainment outcomes, other factors, such as tactical understanding and technical skill are also likely to be impactful.

A Brief Note on Hoshin Kanri: Strategy Deployment

Hoshin kanri (HK), or strategy deployment, has been an integral part of the company management practices of some of the most successful Lean-practicing organizations. The purpose of this note is to give a very quick introduction to how it has been successfully used in small and medium-sized value streams to inject strategic meaning and tactical understanding to operational strategies and improvement plans. Done well, HK is an extraordinary tool to help a team develop, adjust, and communicate strategy to meet robust, long-term goals. Excerpt UVA-OM-1710 Nov. 30, 2020 A Brief Note on Hoshin Kanri: Strategy Deployment Hoshin kanri (HK), or strategy deployment, has been an integral part of the company management practices of some of the most successful Lean-practicing organizations. Done well, it is an extraordinary tool to help a team develop, adjust, and communicate strategy to meet robust, long-term goals. Hoshin (loosely translated as policy, plan, purpose, or target) is meant to encompass strategic alignment across the organization. The organization can be as large as the entire company or as small as an individual value stream. Kanri (loosely translated as control or management) is meant to indicate that this management tool is a disciplined manner of continuous improvement execution. Hoshin can be thought of as the skeleton that holds the strategy together while kanri can be thought of as the muscle that performs the task. Both must be exercised in order to have and maintain a strong body. Most importantly, HK must be grounded at gemba, intent on creating customer value, and built around continuous improvement. It should not take on a bureaucratic air of driving strategy. Mark Reich has described HK as “a mechanism, a management system that allows the organization to quickly and effectively adjust its priorities while engaging the team,” and “a systemic approach for defining a strategy, and, more importantly, a management system that engages all people to support that strategy while building horizontal and vertical alignment.” One of the keys to HK's success is its simple, easy-to-understand construct. Fundamentally, a few pages help develop and communicate what the long-term goals are, what and how the value stream plans on accomplishing them, as well as who the responsible leader is and how progress will be measured. Done well, this will end with more engagement, ownership, and accountability by all levels of the organization. . . .

Passing Network Analysis of Positional Attack Formations in Handball.

The aim of this study was to characterize handball from a social network analysis perspective by analyzing 22 professional matches from the 2018 European Men's Handball Championship. Social network analysis has proven successful in the study of sports dynamics to investigate the interaction patterns of sport teams and the individual involvement of players. In handball, passing is crucial to establish an optimal position for throwing the ball into the goal of the opponent team. Moreover, different tactical formations are played during a game, often induced by two-minute suspensions or the addition of an offensive player replacing the goalkeeper as allowed by the International Handball Federation since 2016. Therefore, studying the interaction patterns of handball teams considering the different playing positions under various attack formations contributes to the tactical understanding of the sport. Degree and flow centrality as well as density and centralization values were computed. As a result, quantification of the contribution of individual players to the overall organization was achieved alongside the general balance in interplay. We identified the backcourt as the key players to structure interplay across tactical formations. While attack units without a goalkeeper were played longer, they were either more intensively structured around back positions (7 vs. 6) or spread out (5 + 1 vs. 6). We also found significant differences in the involvement of wing players across formations. The additional pivot in the 7 vs. 6 formation was mostly used to create space for back players and was less involved in interplay. Social network analysis turned out as a suitable method to govern and quantify team dynamics in handball.

Field Tests of Performance and Their Relationship to Age and Anthropometric Parameters in Adolescent Handball Players.

Handball performance is influenced by age, anthropometric characteristics, technical skills, tactical understanding, and physical abilities. The aims of this study were (i) to determine differences in anthropometric characteristics and physical performance between adolescent handball players across age categories, and (ii) to determine which anthropometric and maturity variables have the greatest relative importance in fitness for this sport. Seventy-nine male handball players drawn from a team in the elite Tunisian Handball league [U18 (n = 10); U17 (n = 12); U16 (n = 17); U15 (n = 18); and U14 (n = 22)] volunteered for the investigation. Assessments included sprint performances; change in direction tests (T-half test and Illinois modified test); jumping tests (squat jump; counter movement jump; countermovement jump with aimed arms; five-jump test); medicine ball throwing; handgrip force; back extensor force and selected anthropometric measurements. The individual’s age category affected all measurements, with U17 and U18 players showing larger body measurements and significantly better absolute results on all physical tests than U14, U15 and U16 contestants. Scores for the majority of physical performance tests were closely inter-correlated. We conclude that U17 and U18 players show significantly better absolute results than the younger players on all physical tests. Multiple linear regressions, using block-wise entry, indicate that age is the strongest predictor of jump and sprint performances. Several anthropometric characteristics, including body mass, standing height and lower limb length were closely correlated with performance test scores, but after allowing for age only body mass added to the prediction of jumping ability.

Exploring students’ perceptions of video-guided debates in a game-based basketball setting

ABSTRACTBackground: Digital video has been increasingly adopted as a pedagogical tool in physical education. One implementation is in teaching students’ tactical understanding in games, in which it can promote students’ perceptions and shared understanding in learning tactical situations within a game-based approach.Purpose: The central aim of this study was to explore how mutual agreement and accuracy of students’ perceptions of tactical aspects of a basketball game situation and students’ perceived learning outcomes are influenced by using a debate of ideas (DI) setting that is enriched with video footage from digital tagging the foregoing game play.Participants and setting: Two groups of secondary school students (N = 20, 11–13 years) judged the tactical appropriateness of ‘shooting at the basket’ in modified basketball games during three lessons. In-between two matches, a debate of ideas session was organized. One group of students introduced video-tagged video-clips into the debate, while the second group debated without video-clips. Students’ mutual agreements in identifying and judging a shot on basket was assessed, as well as the accuracy of students’ judgements of shots during the games. In addition, students’ perceived learning outcomes were determined after each lesson.Findings: The results of the study revealed for both groups relatively low percentages of agreement among students with respect to identifying and judging a shot on basket. This shows that students perceived the situations that were debated differently. Similarly, both groups showed low accuracy in their judgements regarding the appropriateness of the shot. No group differences were revealed. However, students of the video-guided group had increased shared understanding regarding their perceived learning outcomes in comparison to students that debated without video.Conclusion: The debate of ideas in a pedagogical game-setting generated a variety of meanings about tactical situations among students, which were weakly dependent of the debate being enriched by digital video. Student-centered debates supplemented with video-clips can support teachers in promoting students’ shared understanding of tactical learning objectives of games.

How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs?

In this paper we introduce the concept of contextual mitigating factors (CMFs) as an analytical tool for interrogating the contextual landscapes that situate one’s research. While we understand that much work has been done on the importance of identifying context in research programs, we continue to stress the importance of developing contextually rich and useful descriptions. The importance of developing contextually rich descriptions that are inclusive of CMFs in the research process to include research designs is underscored in this paper. In using the term context, we are referring to the conglomerate of CMFs that situate, define and occupy complex systems of multiple spaces that create, shape, and continuously modify, contextual landscapes. Complex systems thinking is our basis for understanding that CMFs are a continuous set of socio-historical-political contextual constructs, fluid and dynamic, simultaneously interweaving socially constructed places together. By doing so, we stress that conceptually it is important for a researcher to understand that context is positioned and, as such, all phenomena studied are situated. In order to fully grasp how data presented have been positioned, we underscore the importance of the development of radical doubt (RD) which leads to tactical understanding (TU) by both researchers and consumers of research. Commensurate to the development of RD and TU is understanding how both the researcher and consumer of research have been positioned by their ontological, epistemological and axiological frameworks. Through several examples we demonstrate how CMF analysis as a tool can contribute to researchers abilities to further enhance their analysis of the complexity of socio-educational phenomena such as the science, technology, engineering and mathematics intervention pipelines. Accordingly, we present CMF analysis as a framework with the intent of adding to existing methodologies as opposed to CMF analysis as an exclusive research pathway. We conclude by discussing implications for sponsoring agencies by drawing attention to the potential impact of CMF analysis on evaluating research designs.

BLENDED LEARNING APPROACH USING FROG VLE PLATFORM TOWARDS STUDENTS’ ACHIEVEMENT IN TEACHING GAMES FOR UNDERSTANDING

It was reported that blended learning approach using Frog Virtual Learning Environment (VLE) platform by teachers at Malaysian secondary schools were at low level. The report also stated that none of the physical education teachers have prepared teaching materials on line and using Frog VLE platform in their teaching and learning approach. There must be efforts underway to raise Frog VLE usage in schools and the study aimed to identify the effectiveness of blended learning approach using Frog VLE platform towards students’ achievement in Teaching Games for Understanding (TGfU) in handball game. The research design was pre-experimental static-group comparison from samples of 29 students involved in blended learning and 32 students followed face-to-face approach. Results from the study showed that using blended learning approach was able to increase students’ knowledge and skills understanding on handball games. It was found that students have achieved improvement of their performance in strategy and tactical understanding of solving game problems and making decisions during handball games.Students using blended learning approach were significantly achieved their overall performance in strategy and tactical understanding of handball game to compare with face-to-face approach. From the teachers’ testimonies, he highly agreed that by allowing a face-to-face experience and integrating with technology (blended learning) is the best approach in teaching. The implication on this study is that teachers need to explore new concepts in the teaching and learning of physical education that involves reasoning activities, arguing for Malaysian education’s agenda on enhancing 21st century in education.

ADOPTING GAME SENSE APPROACH TO TEACHING AND COACHING OF SPORTS IN ZIMBABWE

Teaching games has always required a holistic approach that focuses on the physical, social and intellectual domains of the individual participant. In this regard, Game Sense Approach can be seen as an approach that allows students to be free to play games while learning, creating a sense of having fun during learning. This leads to a healthy, active and fulfilling life of the learner. This paper looks at the game sense approach in physical education, with a view of recommending its adoption to sports coaching and teaching in Zimbabwe, resulting in promoting changes in the culture of sports engagement. This will eventually develop a mindset shift to game-centred sports coaching in Zimbabwe. The study uses literature search to put its case forward. It recommends that Zimbabwe can successfully embark on coaching development programmes that adopt the game sense approach to sport teaching and coaching. Game Sense Approach empowers teachers and coaches with greater tactical understanding of games, making it much easier for them to effectively teach and coach sport in Zimbabwe. The study, therefore, recommends that Game Sense be introduced in Zimbabwe to allow for those who are involved in sports to have a sound understanding of match conditions and be able to transfer learning from practice to actual game situations. Game Sense can be seen as exposing players to inquiry-based learning which allows players to explore enjoy themselves under natural and authentic learning environments. Article visualizations:

Effects of In-Season Explosive Strength Training on Maximal Leg Strength, Jumping, Sprinting, andIntermittent Aerobic Performance in Male Handball Athletes.

Background Team handball is an intense ball sport with specific requirements on technical skills, tactical understanding, and physical performance. The ability of handball players to develop explosive efforts (e. g. sprinting, jumping, changing direction) is crucial to success. Objective The purpose of this pilot study was to examine the effects of an in-season high-intensity strength training program on the physical performance of elite handball players. Materials and methods Twenty-two handball players (a single national-level Tunisian team) were randomly assigned to a control group (CG; n = 10) or a training group (TG; n = 12). At the beginning of the pilot study, all subjects performed a battery of motor tests: one repetition maximum (1-RM) half-squat test, a repeated sprint test [6 × (2 × 15 m) shuttle sprints], squat jumps, counter movement jumps (CMJ), and the Yo-Yo intermittent recovery test level 1. The TG additionally performed a maximal leg strength program twice a week for 10 weeks immediately before engaging in regular handball training. Each strength training session included half-squat exercises to strengthen the lower limbs (80 - 95 % of 1-RM, 1 - 3 repetitions, 3 - 6 sets, 3 - 4 min rest between sets). The control group underwent no additional strength training. The motor test battery was repeated at the end of the study interventions. Results In the TG, 3 parameters (maximal strength of lower limb: η² = 0.74; CMJ: η² = 0.70, and RSA best time: η² = 0.25) showed significant improvements, with large effect sizes (e. g. CMJ: d = 3.77). A reduction in performance for these same 3 parameters was observed in the CG (d = -0.24). Conclusions The results support our hypothesis that additional strength training twice a week enhances the maximal strength of the lower limbs and jumping or repeated sprinting performance. There was no evidence of shuttle sprints ahead of regular training compromising players' speed and endurance capacities.

The role of rights, risks and responsibilities in the climate justice debate

Purpose This paper aims to use the results of a synthesis of six social science fellowships to explore how alternative framings of the climate justice debate can support fairer climate policies. Design/methodology/approach The original fellowships drew on sociology, economics, geography, psychology and international relations. Cross-cutting themes of rights, risks and responsibilities were identified following a series of workshops. Results of these workshops were discussed in a number of policy fora. Analysis of the feedback from that fora is used to propose the case for a rights, risks and responsibilities approach to building a more accessible climate justice debate. Findings Existing climate policy unjustly displaces a) responsibility for emission reductions, b) risks from climate impacts and c) loss of rights. Foundational questions of acceptable risk have been ignored and a just climate policy requires procedurally just ways of revisiting this first-order question. Research limitations/implications The contribution a rights, risks and responsibilities framework can bring to a process of educating for climate stewardship is at this stage theoretical. It is only through trialling a rights, risks and responsibilities approach to climate justice debates with the relevant stakeholders that its true potential can be assessed. Practical implications Policy actors expressed strong resistance to the idea of overhauling current decision-making processes and policy frameworks. However, moving forward from this point with a more nuanced and tactical understanding of the dialectical relationship between rights, risks and responsibilities has the potential to improve those processes. Social implications Educating for climate stewardship will be more effective if it adopts an approach which seeks a co-production of knowledge. Beginning with the foundational question of what counts as an acceptable level of climate risk offers an inclusive entry point into the debate. Originality/value Reveals limits to public engagement with climate policy generated by a ‘justice’ framing.

DEĞİŞEN OYUN KURALLARININ, VOLEYBOL'UN SİSTEMATİK YAPISI VE OYUNUN UYGULANMASI ÜZERİNDEKİ ETKİLERİ

Purpose: We the purpose of this study, ranging from past to present and play volleyball rule changes that occur related to industry structure, how structure affects in applying with a systematic trial. Method: Volleyball, starting from the date of the present day sports entertainment, sport has become a subject performance. . As regards; the changing rules of the game, in terms of volleyball player systematic structure and effects on performance. The changing rules of the game, volleyball player systematic structure and effects the exhibition of the game, tactical understanding of the game is to combine the implementation of different systems to meet the needs of training and competition has created situations. Volleyball to purpose of changing the rules of the game, service, location and block combinations to improve defense, reducing the effect of conditions of service coverage and attack the ball to extend the duration of stay in the game. Thus, the visuals might volleyball, in terms of spectators and media will become attractive. While this study, scan was used during the research literature. Results: According to the data obtained from the literature, that the structural changes in the volleyball is thought to cause the positive and negative impact in the volleyball. Conclusion: Result of this research, the changing rules of the game affected the players' and the exhibition of the game and the diversity of training, volleyball game speed has increased, and became the focus of visual winning. The conclusion of every move made in the field with a number of players has increased and with it the responsibility of the importance of individual tactical exercises may have gained more importance.

Investigating tactical understanding of high school rugby players.

Investigating tactical understanding of high school rugby players.

Providing sufficient opportunity to learn: a response to Grehaigne, Caty and Godbout

Background: Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of ‘Teaching Games for Understanding’ (TGfU). This approach focuses on developing tactical understanding through modified games and a philosophy that places the learner rather than the game at the centre of instruction. A recent paper by Grehaigne, Caty, and Godbout, ‘Modelling Ball Circulation in Invasion Team Sports: A Way to Promote Learning Games Through Understanding’, had a threefold focus.• to report the results of a qualitative study on various offensive configurations of football play observed in Physical Education (PE) lessons with young novice players• to propose a model of game play based on the analysis of such configurations of play• to promote a radical constructivist teaching approach based on ‘learning games through understanding’ that challenges the long-established TGfU methodologyPurpose: This paper critically examines the contention of Grehaigne, Caty, and Godbout that the presentation of tactical data collected through the observation of novices playing sport in ill-structured domains, e.g. team games such as football, represent a useful pedagogical model that promotes ‘learning games through understanding’. In rewording the familiar TGfU approach, and calling it ‘learning games through understanding’, Grehaigne, Caty, and Godbout challenge the evolving TGfU approach as too solutions based and not sufficiently student centred.Discussion: This paper challenges the use of radical constructivism as a construct for the development of a philosophy for instructing novices in team games, in this instance, football. It defines ill-structured and well-structured learning domains and suggests that effective pedagogy, the art of teaching, requires flexible attitudes towards the choice of pedagogy in games. By inference, it also challenges Grehaigne, Caty, and Godbout's assumption that the TGfU models previously published, e.g. TGfU, Game Sense, Play Practice, and interpreted in various texts, e.g. Transforming Play, Teaching Tactics and Game Sense, are not student-centred and teacher dominated.Conclusions: Grehaigne, Caty, and Godbout's work is important in the evolution of models of game instruction for use in PE contexts. The concept of ‘learning games through understanding’ is a timely reminder of the importance of pedagogies, for example, guided or discovery learning that induce effortful thinking. However, if we consider TGfU in its true philosophical light, that is, as a holistic and experiential approach to teaching, then it already encompasses ‘learning games through understanding’. Because no two students learn or conceive knowledge in exactly the same way, teaching contexts require a flexible approach to instruction, based on a methodological continuum of empirical to radical constructivism. In short, providing novice learners with sufficient opportunities to learn, requires flexibility and a holistic experiential approach to teaching that is appropriate for the learner, activity and context.

Enhancing Cognitive Understanding to Improve Fundamental Movement Skills

The development of fundamental movement skills in physical education is an important contributor toward children's' lifetime interest and participation in physical activity. Physical education teachers and their curricula follow national and state standards to provide learning experiences and instruction that support the acquisition of skills. Traditionally, elementary and middle school students acquire psychomotor skills, but they rarely engage in cognitive learning related to learning those skills. The tactical games approach is used by teachers to promote tactical understanding and problem solving in sports, usually at upper grade levels. This article describes how teachers can use aspects of the tactical games approach when teaching fundamental movement skills. Instead of understanding tactics in sport, students can understand the importance of the many different elements of fundamental movement skills.

Análisis y evaluación de los niveles de toma de conciencia y comprensión táctica en fútbol por medio de un tablero de juego

El siguiente estudio aborda la relación existente entre el plano de acción y el plano de representación de los sujetos, a través del papel que proporcionan los procesos de comprensión y toma de conciencia que suceden en el interior del individuo cuando se enfrenta a situaciones de juego que demanda un deporte no lineal, con características sumamente abiertas, como es el fútbol. El objetivo que pretendemos es analizar y evaluar la toma de conciencia y comprensión táctica del jugador infantil de fútbol base, desde la perspectiva funcional-estructural. Para ello, se ha utilizado un juego de tablero simulador de fútbol, diseñado a partir de la reglamentación básica que rige este deporte. La muestra utilizada está compuesta por ocho sujetos varones de categoría infantil, divididos en dos niveles de pericia: alto y bajo. Por tanto, se trata de un análisis centrado en el jugador (Garganta, 2001). Los ítems utilizados para realizar este análisis de la comprensión táctica de los jugadores se pueden categorizar siguiendo los principios tácticos de juego en fútbol que detalla Claude Bayer (1987). A su vez, los contenidos tácticos que se detallan en los ítems, se clasifican en aspectos tácticos de tipo individual -ofensivo y defensivo-, grupal -ofensivo y defensivo- y colectivo -ofensivo y defensivo-, siguiendo las clasificaciones propuestas por Fradua (1997), Garganta y Pinto (1997), Sánchez y Fradua (2001).

Principles of Play: a proposed framework towards a holistic overview of games in primary physical education

The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real ‘tactical understanding’ of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as ‘Principles of Play’. It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons.

Developing pupils’ performance in team invasion games

Background: To develop pupils’ team invasion games (TIG) performance within physical education (PE), practitioners have traditionally adopted teacher-centred, skill-focused approaches. Teaching Games for Understanding and the Tactical approach are alternative approaches to TIG teaching that aim to develop overall game performance, including decision-making performance. Purpose: The main purpose of this study was to conduct an ecologically valid investigation into the effects a tactical teaching approach had on game knowledge, game playing performance and pupil perception of decision-making ability compared to authentic teaching in a Scottish secondary school. Participants and setting: Fifty-two pupils (24 female; 28 male; age = 12.5 ± 0.3 years) participated in this study. The pupils were made up of two secondary 1 (S1) classes from a Scottish urban state secondary school. Both classes were heterogeneous in terms of gender and ability and the pupils from each class had similar pre-secondary school PE experiences. Two teachers, Lisa and Anthony, took part in this study. Both Lisa (age = 23 years) and Anthony (age = 27 years) had taught in the school for one year. Intervention: The overall aim for both teachers was to develop the pupils’ performance in a game of 4v4 basketball over a five-week block. The teaching strategies Lisa used to reach this aim were based on the Tactical approach to teaching games. Using pupil-centred teaching strategies such as problem-solving, discussing and reflecting, Lisa's aims were to develop the pupils’ tactical understanding and game performance in relation to creating space on and off-the-ball to keep possession and progress towards target, re-gaining possession and counter attack, and denying space in the key area. Anthony followed the PE department's guidelines for teaching basketball to improve the pupils’ performance in 4v4 basketball. This involved the application of direct teaching strategies to teach the chest pass, the bounce pass, dribbling, the set shot, the jump shot and the lay-up. Data collection: Data from focus group interviews was gathered in order to elicit pupils’ knowledge and experiences of learning to play TIG. The pupils were recorded on video before and after the intervention to determine any differences in game playing performance between groups. Finally, a questionnaire was administered in order to establish the pupils’ perception of their own decision-making abilities both on and off-the-ball. Data analysis: The focus group interview data were analysed by two experienced researchers who identified key experiences (or bodies of knowledge) about basketball that the pupils in each group discussed. In order to analyse the participants’ game performance in offence both on and off-the-ball, their tactical decisions were coded as ‘good’ or ‘poor’, and their on-the-ball skill execution was coded as either ‘successful’ or ‘unsuccessful’. The questionnaire data were analysed using a mixed design two-way repeated measures ANOVA to test for differences between the two groups in their perception of decision-making ability. Findings: During the focus group interviews, the group that took part in the traditional, more skill-focused, lessons discussed the technical components of basketball skills, and the pupils from the game-based lessons discussed the different principles of play that they applied during practices and games. The 4v4 game performance data demonstrated that the game-based group made significantly more good decisions on and off-the-ball compared to the skill-focused group. There were no significant differences between groups post intervention in terms of on-the-ball skill execution. The pupils in the game-based group believed that their decision-making abilities, both on and off the ball, had improved. In contrast, the class that took part in the skill-focused lessons believed that their decision-making abilities had deteriorated over the five-week period. Conclusion: The findings from this research provide valuable information in relation to the learning outcomes produced by different teaching approaches during an investigation high in ecological validity. In order to further our understanding teaching TIG, future research should examine the teaching and learning processes involved when adopting such approaches.

The impact of Game Sense pedagogy on Australian rugby coaches' practice: a question of pedagogy

Background: Recent developments in games and sport teaching such as that of Teaching Games for Understanding, Play Practice and Game Sense suggest that they can make a significant contribution toward the development of tactical understanding, ability to read the game, decision-making and a general ‘sense of the game’, yet empirical research conducted on their application in sport coaching lags behind research on their application in physical education. This article redresses this oversight by drawing on a study that inquired into the impact that Game Sense has had on elite-level rugby coaches in Australia. Aims: The purpose of the study was to inquire into the ways in which elite-level rugby coaches interpret and used the Game Sense approach to coaching and to explore the reasons for this. Method: This study comprises four case studies on Australian rugby coaches who were working, or had worked at, provincial and/or national levels. Data were generated through noted observations and a series of extended, semi-structured interviews conducted over a four-month period. A constant-comparative approach used in grounded theory was employed to analyse the data from the interviews. The analysis involved identification of themes and ideas and the development of substantive theory that was tested in subsequent interviews and connected to formal theory later in the analytic process. Results: The coaches in this study value games-based training using them to: (1) test skills in game-like situations; (2) develop decision-making and aspects of a ‘sense of the game’ through implicit learning that cannot be directly taught to players; and (3) develop match-specific fitness. However, Games Sense pedagogy has had a relatively limited influence on their coaching, with none of them familiar with either Game Sense pedagogy or the concept of pedagogy in general. Conclusion: This study suggests that while elite-level rugby coaches in Australia value games as part of their training, the distinctive, player-centred, Game Sense pedagogy has had little impact upon rugby coaching. This suggests that implementing significant change in coaches' pedagogical practice, such as that required for implementing a Game Sense approach, is not an easy task. A lack of attention to pedagogy in Australian rugby coach education programmes seems to have limited the impact of Game Sense on rugby coaching in Australia and is an area in need of attention in both coach education and the coaching literature.

Improving the quality of games teaching to promote physical activity

Teaching Games for Understanding (TGfU) was introduced in the 1980s and brought a new focus to the teaching of games. The participant is placed in a game situation where problem solving, decision-making and tactical understanding are vital ingredients. Another key ingredient is enjoyment to enhance and promote physical activity. In order to understand the factors that impact on the teaching of games that directly relate to a quality experience for the participant, the researchers surveyed 31 co-ordinators in the Australian Active After Schools Communities (AASC) program. This program is a structured physical activity program delivered nationally to children enrolled in Australian primary schools and Childcare benefit (CCB) approved out of Schools Hours Care Services (OSHCS) during the timeslot of 3.30-5.30pm. The program is designed to engage traditionally non-active children in structured physical activities and build pathways between local community organisations and sporting clubs. The „Playing for Life‟ approach is based on the TGfU model that maximises participation and learning. The 31 coordinators consisted of 12 teachers, 2 Development Officers, 6 Sport Administrators and 11 coaches. The questionnaire addressed four areas: how the „Playing for Life‟ approach in teaching games promoted physical activity; factors that enhance the teaching of games; factors inhibiting the teaching of games; and other strategies used in the teaching of games. Results indicate that a fun, innovative environment enhances the quality of physical activity. Other factors such as knowledge, resources and support that promote physical activity are also discussed.

An Investigation of Tactical Transfer in Net Games

The purpose of this study was to address the question of whether tactical understanding transfers across games in the net games tactical category. Subjects in the study were 21 (12 boys and 9 girls) randomly selected American ninth grade students, age 14‐15 years. Following initial video taping of badminton singles game play subjects received badminton instruction for five lessons. Instruction focused on solutions to the tactical problem of setting up to attack by the creation of space on the opponent's side of the net. After five lessons subjects were video taped again playing singles badminton. Subjects then received five lessons of instruction in pickleball investigating solutions to the same tactical problem. During the third lesson of pickleball instruction six subjects were randomly selected to answer structured written questions related to the similarities between badminton and pickleball and the degree to which learning badminton had helped with learning pickleball. Subjects were video taped again playing singles pickleball following five lessons of instruction. Decision‐making during game play was assessed by the Game Performance Assessment Instrument (Oslin et al., 1998). Repeated Measures ANOVA indicated that tactical understanding improved during badminton instruction end this improvement was sustained during pickleball. These results are discussed in terms of their implications for the sequencing of games instruction in the curriculum.