Coaches' experiences of Game Sense: opportunities and challenges

By R. Light. 2004

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c3e4a0348d72831f70247ca29664d5a4a8af9b9e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Stephen Harvey
2. K. Jarrett
3. Paul Kinnerk
4. M. Lyons
5. C. MacDonncha
6. C. Cushion
7. P. Trudel
8. Ada N. Massa-Gonzalez

In Physical Therapy, Sports Therapy and Rehabilitation

1. Stephen Harvey
2. K. Jarrett
3. Paul Kinnerk
4. M. Lyons
5. C. MacDonncha
6. P. Trudel
7. R. Light
8. C. Cushion

In Social Psychology

1. Stephen Harvey
2. K. Jarrett
3. Paul Kinnerk
4. M. Lyons
5. C. MacDonncha
6. C. Cushion
7. P. Trudel
8. R. Light

Citations in the corpus

• Sports’ disciplinary legacy and the challenge of ‘coaching differently’ (2017, unknown): “…and foster more holistic and considerate coaching practices (e.g. Douge & Hastie, 1993; Kidd, 2006; Kidman, 2001, 2005; Kidman & Lombardo, 2010; Launder, 2001; Light, 2004; Light & Evans, 2013; Light & Harvey, 2015; Light, Harvey, & Mouchet, 2014; Miller & Kerr, 2002; Williams & Hodges, 2005).”
• A review of the game-centred approaches to teaching and coaching literature since 2006 (2014, background): “Oslin and Mitchell identified four prominent GCAs: teaching games for understanding (TGfU; Bunker and Thorpe 1982), play practice (PP; Launder 2001), the tactical games model (TGM; Mitchell, Oslin, and Griffin 2006) and Game Sense (GS) (Light 2004).”
• Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “Moreover, Light (2004) noted the benefits of using TGfU to accomplish this aim when interviewing six coaches on their use and experiences of using game sense (an Australian adaptation of TGfU).”
• Improving ‘at-action’ decision-making in team sports through a holistic coaching approach (2014, methodology): “They can also replicate the intensity of conditions in competition matches at elite and nonelite levels (see, Light, 2004; Harvey, 2009).”
• Positive Pedagogy for sport coaching (2016, background): “GBA have also been used successfully at the highest levels of sports such as with the New Zealand national rugby team, the All Blacks, emphasizing an holistic approach (Evans, 2012; Kitson, 2005; Light, Evans, Harvey, & Hassanin, 2015; Smith, 2005).”
• A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings (2018, background): “Coaches in several studies acknowledged the contribution of games in developing players’ tactical intelligence and decision-making (Light & Evans, 2010; Pill, 2015; Thomas et al., 2013), as well as aiding the transfer of practice to competition (Atkinson & Harvey, 2017; Evans, 2012; Light, 2004).”
• Learning how to coach: the different learning situations reported by youth ice hockey coaches (2007, background): “, 2004 ; Light, 2004 ), it should not be a surprise that ‘learning clearly has a social dimension or context.”