The motivational impact of teaching games for understanding on player development

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Author
Rees, Gruffydd Huw
Date
2005Type
Thesis
Publisher
University of Wales Institute, Cardiff
Metadata
Show full item recordAbstract
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.
Description
MSc Sports Coaching
Collections
- Masters Degrees (Sport) [168]
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