Exploring the application of a Tactical Games Approach in senior soccer using a reflective practice design.
Cardiff Metropolitan University
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Background: Recent studies have highlighted the difficulties in changing alreadyestablished practices within coaching as it can be problematic and against the traditional culture of coaching. Interventions such as the Tactical Games Approach (TGA) have been recognised as a way for practitioners to move away from their ‘comfort zone’ and develop a pedagogical underpinning that focuses on playercentred learning; whilst encouraging a self-reflection process to improve their practice. Methods: With this in mind, the purpose of this study was to explore the implementation of a Tactical Games Approach in senior soccer using a reflective practice design. The data were collected through personal reflections (over a period of 10 weeks) and a focus group interview, and were analysed using thematic analysis to establish principal themes. Four overall themes emerged: (1) planning; (2) implementing the TGA framework; (3) player perception of TGA and training; and (4) developing a coach identity. Results and Discussion: The findings showed that the coaches’ values, beliefs, dispositions and identity were challenged by the TGA, and that TGA could be utilised – along with reflective practice - to recognise potential areas for improvement and development in coaching. Conclusions: While this study promoted the coach’s use of TGA to alter current practice, the interpretations developed through reflective practice indicated that the process was not effective enough to change the players existing ideology. Although the players recognised the potential with adopting TGA, underlying issues such as its pedagogic underpinning and coaching habitus prevented it from developing further. A case could be made for more TGfU/Game Sense within formal coach education where future research could look for new ways of understanding player development – other than questioning – and see whether gender has an influence on the effectiveness of constructivist approaches.
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Chmielinski, Elliot (University of Wales Institute Cardiff, 2012)Reflective practice has been frequently referred to within literature across a range of disciplines as a process that improves both personal and professional aspects of practice (Cropley & Hanton, 2011). Recent research ...
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