Positive Pedagogy for sport coaching
By R. Light, Stephen Harvey. 2016
126 citations recorded by the source corpus.
The literature suggests that, despite some challenges in their implementation, player/athlete-centred, inquiry-based approaches to teaching games and coaching team sport can improve game playing ability, increase player/athlete motivation and provide positive affective experiences of learning. A range of these approaches, including Teaching Games for Understanding, Game Sense, Play Practice and the Tactical-Decision Learning Model vary in detail but share enough in common to be referred as game-based or game-centred approaches. This includes the central role that dialogue, reflection and purposeful social interaction play in facilitating learning and the deep understanding that they can promote. While these approaches are widely referred to as instructional models for teaching and coaching consideration of the common pedagogical features they share offers an alternative conception that creates possibilities for promoting the same positive learning outcomes in sports beyond team games. In this article, we examine the concept of Positive Pedagogy as an extension of Game Sense pedagogy beyond games and team sports to explore what it has to offer coaching across a range of sports.
Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology
View Paper: https://www.semanticscholar.org/paper/ecca744456f77fcc9742cdec89c762f0ec2f5521
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In Developmental and Educational Psychology
In Physical Therapy, Sports Therapy and Rehabilitation
In Social Psychology
Citations in the corpus
- A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings (2018, background): “…of technical skills and movement patterns, the holistic nature of GBAs, which requires the interaction of skill, decision making, and tactical awareness makes it difficult to specifically identify technical or skill improvements without reducing the game to component parts (Light & Harvey, 2015).”
- Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…in genuine dialogue with democratic processes can help them learn to mediate personal and cultural elements, and to negotiate with each other and with teachers to compromise in making and enacting individual and collective decisions (Landi, Lynch, and Walton-Fisette 2020; Light and Harvey 2017).”