Reflective Practice; exploring a coach’s perception of using teaching games for understanding in junior hockey.

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Author
Hughes, Demi
Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
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Abstract
Background: Pre-exiting research surrounding the implementation of Teaching Games of
Understanding (TGfU) within pedagogy is broad and dissimilar to traditional method of
teaching. The approach proposes to aid the development of learner’s decision making and
tactical awareness skills within game environments. Previously there has been limited
research regarding the implementation of TGfU outside of teaching and exploring the use
of such an approach within sports coaching, particularly field hockey.
Aim: The aim of the study is to explore a coach’s perception of utilising the TGfU
approach within junior field hockey, over the duration of five weeks.
Method: A single UK Coaching Certificate (UKCC) Level 1 Welsh Hockey Coach
participated within the study. Data was collected utilising a reflective journal in order to
determine the coach’s perceptions while implementing TGfU approach within their
coaching practice.
Results & Discussion: Findings of the study made light of the coaches perceptions when
implementing the TGfU approach, highlighting the perceived challenges faced with
throughout the process. Research data was inductively analysed, utilising coding methods
to formulate relevant themes derived from reflection.
Conclusion: The study revealed that the coach perceived the implementation and use of
the TGfU approach within junior hockey to be challenging. The main challenges orientated
around being less dependent upon session plans and realigning the position as the coach
to supports athletes development via facilitation. The finding of TGfU and TGA within this
study are fundamentally vital within the shaping of future coaching practice, developing
hockey coach’s knowledge of applying such athlete-centred approaches at junior level.
Conclusively, if TGfU are to be used within coaching practice, there is a need for future
research across all level of coaches. Furthermore, coach education programmes should
provide first time coaches with support to ensure effective implementation.
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