The motivational impact of teaching games for understanding on player development

Abstract

The purpose of this study was to assess the motivational climate of a Teaching Games for Understanding (TGfU) approach and its impact on the development of young rugby players. A total of 31 male District rugby players (Under 12) were involved in the study undertaking24 weeks of coaching. It was hypothesised that the promotion of a mastery climate would promote enjoyment and continued participation. It was also suggested that an increase in knowledge and decision making will increase the transfer of understanding of tactics and skill execution to competition performance. Throughout the study a reflective log was maintained by the coach whilst the players completed a Perceived Motivational Climate in Sport Questionnaire-2 and squad evaluation at the conclusion of the study. The players reported strong feelings of cooperative leaming, rated their effort and improvement as significant and felt they each had an important role. In comparison, players showed little evidence of rivalry, punishment or of unequal recognition. These highlight the mastery associated properties of the TGfU delivery that success was due to effort and teamwork and that the players had a positive attitude to rugby and continued participation. No conclusive evidence was found for the TGfU approach beenlnore beneficial towards skill execution than 'traditional' methods. Based on these findings it is suggested that TGfU delivery be incorporated into the annual planning of sports coaching for a balanced delivery that can support the motivational needs of young players and apply purposeful activity in line with Long Term Athlete Development (LTAD) principles.