The evolution of contemporary instructional practices including share common and complementary pedagogical features. However, research has demonstrated that the instructional practices of tennis coaches align to the traditional pedagogical framing of the reproduction of sport as techniques and directive coaching (Hewitt, 2015). Empirical insights also revealed that coaches expressed a desire to implement pedagogies that are more representative of the contemporary instructional practices of a game-based approach (Hewitt, 2015). Still, incongruences and tensions between the current on-court practices of tennis coaches and their desire to employ game-based approaches exist. This chapter will outline these tensions, and then provides practical examples that will guide coaches to adopt a ‘toolkit’ that emphasises representative activities relevant to a game-based approach. The key conceptual features of a game-based approach will be framed within a Game Sense practice scenario.
|Title of host publication||Perspectives on game-based coaching|
|Place of Publication||Oxon|
|Number of pages||12|
|Publication status||Published - 2021|
|Name||Routledge Focus on Sport Pedagogy|
- pedagogical tensions
- game-based coaching