Simon J. Roberts

Teaching Games for Understanding: the difficulties and challenges experienced by participation cricket coaches

Background: Recent changes in the structure and delivery of formalised coach education courses such as the United Kingdom Coaching Framework (UKCF) and the United Kingdom Coaching Certificate (UKCC) has manifested in an increased importance on sports coaches adopting holistic and player-centred coaching pedagogy. For one National Governing Body of sport (NGB) this has prompted a change in the content and delivery of its formal coach education programme to include modules that contain approaches such as Teaching Games for Understanding which reflect constructivist learning theories. Purpose: Using constructivist learning theory and Windschitls four dimensional model of constructivist dilemmas in practice from 2002 (conceptual dilemmas, pedagogical dilemmas, cultural dilemmas, and political dilemmas) this study examines the challenges and difficulties experienced by a number of participation sports coaches as they implemented Teaching Games for Understanding principles into an annual training programme (UKCC). Participants: Five UKCC 2 qualified cricket coaches currently coaching youth cricketers volunteered to take part in the study. Participants were purposely sampled through the authors own role as a coach education tutor. Intervention: The principle criterion of the pedagogical intervention was that the coaches embedded TGfU principles into their annual coaching programme. Research design: In order to capture the real life contexts of the participants and qualitative nature of inquiry a case study approach was adopted. Data collection: A total of 20 semi-structured interviews were conducted during a twelve-month training period. All the coaches were interviewed individually on four separate occasions. In addition 110 coaching evaluation forms were submitted for document analysis purposes. Data analysis: Interview transcripts and qualitative written comments recorded on the coaching evaluation forms were analysed separately using the constant comparative method of analysing data. Findings: The pedagogic dilemmas associated with TGfU pedagogy included the use of a questioning strategy, insufficient pedagogic content knowledge, and gaining access to appropriate support material. The conceptual dilemmas included maintaining a ‘true’ constructivist focus. The cultural dilemmas faced by the coaches included tensions within the coach-player relationship. Finally, the political dilemmas suggested the NGB could provide more guidance on the use of TGfU and in particular regular professional development opportunities. Although generally satisfied with the England and Wales Cricket Board (ECB) UKCC 2 the coaches were in retrospect disappointed with the practical examples of the TGfU modules and were concerned that TGfU was not a shared philosophy amongst the core coach education tutor team. Conclusions: The adoption of constructivist Teaching Games for Understanding principles can be a complex process for many coaches, and NGBs should consider strategies to avoid over simplifying a challenging and demanding approach to coaching and teaching. It is argued that coach education courses and NGBs need to provide support in the form of additional resources as well as continued professional development.

Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education

This purpose of this study was to examine student activity, lesson contexts and teacher interactions during secondary school physical education, using a recently validated systematic observation instrument termed the System for Observing the Teaching of Games in Physical Education (SOTG-PE). Thirty, single-gender high school (11—16 years) physical education games lessons were systematically observed and recorded using SOTG-PE. Results showed the pupils were engaged in high levels of inactivity. The highest level of inactivity was recorded (52.8 percent) in the striking/fielding category. In the lesson context category general management was recorded highest (47.4 percent). The highest recorded teacher interactions across the three games categories were verbally promoting technical behaviour (40.9 percent).

A Five-stage process for the development and validation of a systematic observation instrument: The System for Observing the Teaching of Games in Physical Education (SOTG-PE)

The primary purpose of this study was to develop and validate a System for Observing the Teaching of Games in Physical Education (SOTG-PE). Primary pilot testing of the SOTG-PE was conducted in a large, selective, all-boys secondary school in the north-west of England. Two hundred and eighty three pupils aged 11–16 volunteered as participants for the pilot testing phase of this study. The SOTG-PE coded 1379 minutes of physical education games lessons across three games categories, including invasion, net/wall and striking and fielding. In addition, the teaching interactions of four full-time teachers of physical education and one pre-service teacher were also coded. The inter-observer and intra-observer mean re-test coefficients suggest that the SOTG-PE is valid for evaluating and recording child activity, lesson context and teacher interactions during various physical education games lessons in the UK.

An Observational Assessment of Physical Activity Levels and Social Behaviour during Elementary School Recess.

Objective: The purpose of the present study was to assess children’s physical activity, social play behaviour, activity type and social interactions during elementary school recess using a pre-validated systematic observation system. Design: Cross-sectional. Setting: Two elementary schools located in Merseyside, England. Method: Fifty-six elementary school children (27 boys, 29 girls) were systematically observed during recess over a three-month period using a standardized physical activity observation instrument. Results: The results revealed the boys were engaged in significantly higher levels of physical activity during recess than girls. The boys were also involved in more sport-specific activities and participated in larger group sizes. Positive associations between physical activity and availability of equipment during recess were also reported. Conclusion: This study has confirmed recess as a valuable opportunity for elementary school children to increase their levels of physical activity. However, further studies with larger sample sizes need to identify and explore the relationship between physical activity (PA) and availability of equipment.

What can coach education programmes learn from the teachers? Model-based instruction in a UK National Governing Body Award Course.

The purpose of this article is to examine the role and nature of Model Based Instruction (MBI) and discuss how Instructional Models (IM) such as Tactical Games Concepts (TGC) and Sport Education (SE) have become embedded in the pedagogic delivery of a coach education programme for one particular sports governing body, the England and Wales Cricket Board (ECB). This article will discuss how learning ‘how to coach’ principles have elements of MBI and reaffirm the view current coach education discourse and physical education discourse actually contain more similarities than differences. It is recommended that coach education teams engage in greater collaboration with experienced teachers of physical education as well as academics in higher education institutes (HEIs) recognised for their expertise in MBI.

A new factor in UK students’ university attainment: the relative age effect reversal?

Purpose – The purpose of this paper is to study relative age effects (RAEs) in a selected sample of university students. The majority of education systems across the globe adopt age-related cut-off points for eligibility. This strategy has received criticism for (dis)advantaging those older children born closer to the “cut-off” date for entry into an academic year and for promoting the existence of RAEs. To date, there are only two studies which have examined the relative age phenomenon in a university setting specifically. Design/methodology/approach – Data of student records from the years 2006-2009 were analysed. Specifically this included date of birth, The Universities and Colleges Admissions Service (UCAS) entry points, gender, grade point averages and final year degree classification. Findings – Analysis of data collected from 460 university students revealed a significant RAE reversal. Specifically, relatively younger students achieved significantly higher first-class honours degrees than relative...

The Influence of Physical Activity, Sport and Exercise Motives among UK-Based University Students.

Recent evidence suggests that the majority of the adult population fails to achieve the recommended target of 30-minutes moderate intensity exercise, days a week. This includes university students who often have the time to engage in physical activity. The aim of this study was to determine exercise motives for a UK-based student population. The motives of 736 participants (± 20.45 years of age, SD=3.50) regarding participation or non-participation in free-time exercise, sport and physical activity were measured using the Exercise Motivation Inventory-2 (EMI-2). Significant main effects were reported for age (P = 0.1) and gender (P = 0.1). Students over 23 years of age reported higher levels of motivation than the other age groups (i.e. for stress, revitalisation and avoidance of ill health). The results of this study indicate that the motivation of UK university students to engage in physical activity or exercise demonstrates gender and age differences. These findings should enable health professionals and health educators in university environments to design preventative programmes aimed at reducing multiple risk behaviours among university populations. These could include gender-specific exercise programmes underpinned by appearance motives for female university populations.

Socratic case-method teaching in sports coach education: reflections of students and course tutors

Despite reported increases in higher education (HE) sports coach education provision there are very few studies which have investigated student self-learning curricula as a mechanism to prepare sports coaches with the complexities of learning how to coach. Using an action research methodology, this article examines how case-method teaching (CMT) was introduced into an undergraduate sports coach education module at a HE institution in the northwest of England. Drawing on data gathered via student focus group interviews, course tutor reflections and in-class observations, our initial findings indicate that CMT offers valuable opportunities for students to engage in real-life coaching scenarios and thus provides a more contextualised view of the complexities of the coaching process. Although we are conscious not to eulogise over the merits of a particular pedagogy after only adopting it for one year, and in one core sports coaching module, our preliminary experiences suggest there is much potential for CMT within formal sports coaching programmes. Finally, despite our positive experiences of adopting CMT within sports coach education, we urge more research and discussion into the merits of CMT, to verify our initial claims.

Relationship between starting and finishing position in World Cup BMX racing

The BMX start is one of the most important aspects of BMX racing and has been deemed by coaches as one of the strongest determining factors of finish line placing. The present study analysed the correlation between elite BMX riders and their relative position at the start of a BMX race in relation to finish line placing. Data from 348 riders results in 175 elite races in the four 2012 Union Cycliste Internationale (UCI) world cup events were analysed. Time gates were placed in four positions around each BMX track and the data sets were analysed using Kendall’s tau-b bivariante correlation. A strong correlation was established at the second time gate for both males (t=0.581, P<0.01) and females (t=0.571, P<0.01). The correlation between riders’ final placing was greater in positions 1st to 3rd (t=0.586, P <0.01. 4th to 8th t=0.249, P <0.01) compared to riders placed 4th to 8th (t=0.519, P <0.01. 4th to 8th t=0.372, P <0.01.) for both male and female riders respectively. In conclusion, a strong correlation exists between riders position 8-10 s into a race. Therefore, focusing on a riders’ ability to gain placings at the start of a race will have an effect on their finish line position.

Perceptions of Performance Analysis in Elite Youth Football

This study examined perceptions of performance analysis (PA) within elite youth football. More specifically, this study set out to investigate and examine perceptions of PA, and how it is perceived to impact upon players performances individually and collectively. Data were collected via semi-structured interviews, which were conducted with academy players, full time academy coaches, and performance analysts, associated with an English Premier League Academy team. The findings from this study suggest that within elite youth football, three areas are key considerations when thinking about video-based performance analysis: a) impact of video-based PA upon team and individual performance, b) video-based PA as a tool for reflection, and c) psychological implications associated with video-based PA.