Exploring pedagogical tensions: Providing practical examples for tennis coaches to navigate a shift to game-based coaching

Mitch Hewitt, Shane Pill

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationPerspectives on game-based coaching
EditorsShane Pill
Place of PublicationOxon
PublisherRoutledge
Chapter10
Pages96-107
Number of pages12
Edition1
ISBN (Electronic)9781003007272
ISBN (Print)9780367440473
DOIs
Publication statusPublished - 2021

Publication series

NameRoutledge Focus on Sport Pedagogy
PublisherRoutledge

Keywords

  • pedagogical tensions
  • game-based coaching
  • tennis

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