A critical application of the ‘teaching games for understanding’ approach in the coaching context: An action research study
In order to distinguish essays and pre-prints from academic theses, we have a separate category. These are often much longer text based documents than a paper.
This qualitative doctoral thesis employed an action research
design, which consisted of a self-reflective inquiry conducted by the
researcher/coach. This meant that the researcher was also the coach, making him
one of the participants alongside the 12 players that constituted the sporting
team. The action researcher investigated his own practice by implementing and
exploring the utility of the pedagogical approach, and its impact on the coach
and players' learning. The study was carried on during an entire sporting
volleyball season (10 months). This implied 2 training sessions per week (2
hours each); plus an average of 3 games per month. The data collection methods utilised
were reflective field notes (complemented by video and audio recordings) and
focus groups. Abductive data analysis was employed aligned with the Grounded
Theory flexible yet systematic guidelines. The participation of the study was
voluntary and the study followed Cardiff Metropolitan University’s Ethics
Committee’s guidelines and recommendations.