Using a pedagogical concept similar to game-based approaches such as Teaching Games for Understanding (TGfU) and Game Sense, this book explores the teaching and learning of modified games in physical education and sports. It includes examples of innovative games designed to create a rich learning environment. The book presents a pedagogical model that structures game design to fit the needs of every specific group of students, enabling physical educators and coaches to design their own games and teach within a game-based approach. The book focuses on eight sports – soccer, basketball, handball, rugby, volleyball, badminton, softball and cricket – and for each sport it introduces a series of learning conditions that gradually increase in technical and tactical complexity. These conditions are supported with commonly seen game play scenarios, providing meaningful opportunities for developing awareness of technical and tactical solutions. Game-Based Pedagogy in Physical Education and Sports is a vital read for students of physical education teacher education (PETE), sport coaching, and sports pedagogy. It is also a valuable resource for physical educators and coaches.

This new book brings together leading and innovative thinkers in the field of teaching and sport coaching pedagogy to provide a range of perspectives on teaching games and sport for understanding. Teaching Games and Sport for Understanding engages undergraduate and postgraduate students in physical education and sport coaching, practicing teachers, practicing sport coaches, teacher educators and coach developers. The contributions, taken together or individually, provide insight, learning and opportunities to foster game-based teaching and coaching ideas, and provide conceptual and methodological clarity where a sense of pedagogical confusion may exist. Each chapter raises issues that can resonate with the teacher and sport practitioner and researcher. In this way, the chapters can assist one to make sense of their own teaching or sport coaching, provide deeper insight into personal conceptualisations of the concept of game-based teaching and sport coaching or stimulate reflections on their own teaching or coaching or the contexts they are involved in. Teaching games and sport for understanding in various guises and pedagogical models has been proposed as leading practice for session design and instructional delivery of sport teaching in PE and sport coaching since the late 1960s. At its core, it is a paradigm shift from what can be described as a behaviourist model of highly directive instruction for player replication of teacher/coach explanation and demonstration to instructional models that broadly are aimed at the development of players self-autonomy as self-regulated learners –‘thinking players’. This innovative new volume both summarises current thinking, debates and practical considerations about the broad spectrumof what teaching games for understanding means as well as providing direction for further practical, pragmatic and research consideration of the concept and its precepts and, as such, is key reading for both undergraduate and postgraduate students of physical education and sport coaching as well as practicing teachers and sport coaches.

This worldwide top-selling text on the tactical games approach is stronger than ever. The fourth edition of Teaching Sport Concepts and Skills: A Tactical Games Approach adds four new chapters, more lesson and unit plans, and more detailed guidance in addressing broad ranges of student abilities than ever before. It offers the same stellar foundation for understanding the principles behind the approach, and instruction in applying the approach, to help students learn the concepts and develop the skills involved in a variety of sports. Elementary school teachers will use games to teach the basic concepts and tactics of invasion sports, net and wall sports, striking and fielding sports, and target sports. Middle school and high school instructors will guide students in developing sport-specific technical skills for 12 sports, including soccer, lacrosse, flag football, tennis, basketball, and volleyball. The book has four new chapters that will help you do the following: Align the tactical games approach to content standards in the United States and other countries Use technology in tactical games teaching and assessment Use the games to teach social justice Develop approaches to teaching social and emotional learning (SEL) through tactical games Teaching Sport Concepts and Skills offers more than 350 detailed lesson and unit plans that can be used as is or be easily modified and incorporated into an existing curriculum. More than 240 diagrams throughout the lessons make it easy to set up and execute the games. There are 14 video clips, delivered on HKPropel, that show some lessons in action—for example, the volleyball segments show complete question-and-answer sessions, highlighting an effective way to make sure students are understanding the lesson. Also available on HKPropel are reproducible forms, including a team contract, assessments, and game scenario worksheets for tactical problem solving. (For each thumbnail reproducible worksheet shown in the book, readers can download the full-size versions from HKPropel.) These resources will help teachers put concepts from the text into use with their students. Teaching Sport Concepts and Skills is organized into three parts: Part I offers a thorough understanding of the tactical games approach—preparing and teaching students, transferring tactical knowledge, planning the curriculum, assessing learner performance, using games to teach social justice and to take social emotional learning into account, and more. Part II provides lesson plans for varying levels of complexity—with modifications and progressions—for invasion games, net and wall games, striking and fielding games, and target games, all at the elementary school level. The authors take great care in helping readers understand how to individualize instruction for novice, developing, and advanced performers by either reducing or increasing the challenges involved with the tasks. In part III, secondary-level teachers can choose from lesson plans for various levels of play in 12 sports. Teaching Sport Concepts and Skills offers expert instruction and an array of multilevel games that provide an exciting and interactive environment for learning in all domains. Current and future teachers will learn how to structure positive and engaging learning experiences that set the stage for students to improve their performance, develop problem-solving skills, and enhance their lifelong enjoyment of sport. Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.

Association Football is undoubtedly a global sport, with millions of individuals participating in more than 200 countries. The need for an educated football coaching workforce to deliver appropriate coaching practices has never been greater. Formal coach education, which is often the primary medium for developing football coaches, is socially constructed, meaning an array of social, cultural, and historical factors underpin the design and delivery of any provision. Coach Education in Football: Contemporary Issues and Global Perspectives is the first book to explicitly explore these aspects, by providing critical insight into football coach education programmes from across the globe. Each chapter, organised via a central theme, highlights a contemporary issue affecting football coach education and development within a specific country, offering insights into the contextual opportunities and challenges. The book covers essential topics including the progression of female football coaches, coaches’ perspectives towards current provision, technological and pedagogical advances, and the historical development of formal coach education. Each chapter demonstrates the complexities associated with developing football coaches within grassroots and high-performance domains, while providing recommendations for national governing bodies, policy makers, and coach developers. This book is the first of its kind to explicitly investigate football coach education globally. This accessible book is an important read for students, academics, and practitioners with an interest in sports coaching, coach education, and football.

Underpinned by a philosophy of empowerment, athlete-centred approaches to coaching are defined by a style that promotes learning through ownership, responsibility, initiative and awareness. Perspectives on Athlete-Centred Coaching offers an in-depth theoretical examination of player-focused coaching models, and provides professional guidance for practising coaches. Written by a cast of world-leading scholars and practitioners, and offering a breadth of approaches to, and critiques of, the application of athlete-centred coaching, the book covers topics including: • athlete-centred coaching and holistic development • coaching tactical creativity • athlete-centred coaching in disability sport • team culture and athlete-centred coaching • developing thinking players through Game Sense coaching • supporting athlete wellbeing • athlete-centred coaching and Teaching Games for Understanding • athlete-centred coaching in masters sport. Based on the latest research and offering the most comprehensive enquiry into this central area of coaching theory, Perspectives on Athlete-Centred Coaching is important reading for any students and lecturers of sports coaching or physical education, and practising coaches across any sport.

The teaching of games is a central component of any physical education or youth sport programme. Contemporary Developments in Games Teaching brings together leading international researchers and practitioners in physical education and sports coaching to examine new approaches in games teaching and team sport coaching that are player/student-centred and inquiry-based. The book aims to bridge the gap between research and practice by exploring contemporary games teaching from pedagogical, policy and research perspectives. It offers interesting new commentary and research data on well-established models such as Teaching Games for Understanding (TFfU), Game Sense, Play Practice and the Games Concept Approach (GCA), as well as introducing innovative and exciting approaches emerging in East Asia, including Singapore and Japan. Representing the most up-to-date survey of new work in contemporary games teaching around the world, this book is invaluable reading for any student, researcher, in-service teacher or sports coach with an interest in games teaching or physical education.

This book offers new perspectives on game-based coaching (GBC), one of the most important practices for session design and instructional delivery in sport coaching. GBC emphasises the sport coach as educator and the development of ‘thinking players’, and this book demonstrates what that means in practice. It brings together leading and innovative thinkers and practitioners in coaching pedagogy, and aims to stimulate reflection by the reader on their own coaching practice. Reviewing recent theoretical developments and current research in GBC, the book provides in-depth examples on how research can be applied in practice, including the use of digital video games, immersive scenario-based coaching narratives, and the Game Sense approach as ‘play with purpose’. Representing the most up-to-date and engaging introduction to the theory and practice of GBC, this book is invaluable reading for all students of physical education and sport coaching, as well as practising coaches and coach educators.

Positive Pedagogy is an athlete-centred, inquiry-based approach that transforms the way we understand learning and coaching in sport and can be successfully employed across a range of different sports and levels of performance. Applied Positive Pedagogy in Sports Coaching: International Cases reflects the uptake of Positive Pedagogy by coaches across different countries and sport settings through its complete focus on their experiences of using it and adapting it to their needs and contexts. Comprising 17 detailed chapters that examine both Team Sports (Part 1) and Individual Sports (Part 2), this book seeks to provide insight into the opportunities and challenges involved in the application of Positive Pedagogy for sport coaching (PPed). Critically, it also identifies any problems the coaches encountered, how they addressed them and what they learned from these experiences. Acting as a complementary text to the successful Positive Pedagogy for Sport Coaching, 2nd edition, Applied Positive Pedagogy in Sports Coaching: International Cases is an exciting, applied text that will be vital reading for all practising sports coaches or physical education teachers looking to improve or even transform their professional practice, as well as sports coaching students and researchers.

The Routledge Handbook of Coaching Children in Sport provides a comprehensive and extensive range of critical reflections of key areas impacting on children’s sport and coaching up to the age of 16. With coaching related chapters authored by academic across various disciplines, including nutrition, psychology, pedagogy, medicine, youth development and sociology, the text provides detailed reviews of the existing state of research and consideration of the implications of these particular factors upon parents, coaches, administrators and clearly the young people themselves as well as recommendations for future research. This new volume provides in-depth investigation to key topics of coaching topics such as Learning and Child Development, Protecting Young Athletes, Talent Identification and Development and Inclusive Coaching and finally introduce a broad array of contextual considerations for coaches from considering professional learning through to coaching in particular contexts. This book is more than simply an academic text and it offers insights that will further inform practice in children’s sport coaching. The handbook is relevant for students (UG, PG), researchers, academics, parents, coaches and administrators, as well as those interested in children’s sport coaching and the related topics therein. Martin Toms, PhD is a senior lecturer (associate professor) in the School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham, UK. A former professional sports coach with an MPhil and PhD exploring the sociological issues of young people in junior sport, Martin has been heavily involved in juniors sport all of his adult life. He has published widely and presented extensively around the world on youth sport, including working on international projects and for NBGs/Federations and National Governmental organisations. He has gained European and SCUK funding for youth and coaching related projects as well as being involved in international consultancy. He is a co-editor of the European Journal for Sport and Society as well as the current Editor in Chief of the International Journal of Golf Science. Ruth Jeanes, PhD is an associate professor in the Faculty of Education at Monash University, Australia. Ruth’s research examines inclusion and exclusion within youth sport, particularly examining how sport can be used to achieve broader social policy objectives targeted at young people. Within this, she is particularly interested in the role of coaches in facilitating broader social outcomes for young people. Ruth has published extensively in these areas with over 100 publications across journal articles, book chapters and books. She is widely cited and has been successful in securing extensive funding for her research including two highly competitive Australian Research Council grants.

Integrating theory with practice, this core textbook provides a structured and sequential introduction to motor learning and motor control. Part 1 begins by introducing what motor learning is and how movement is controlled, before exploring how a learning environment may be manipulated to assist in the learning and performance of movement skills. Part 2 explores motor control from neural, behavioural and dynamic systems perspectives. Part 3 provides an overview of considerations in applying motor learning and skill acquisition principles to physical education, exercise and sports science. Chapters are illustrated with flowcharts and diagrams to aid students' understanding, and include activities and end-of-chapter review questions to consolidate knowledge. Motor Learning and Skill Acquisition is essential reading for all Physical Education, Exercise and Sports Science and Sports Coaching students. New to this Edition: - New and updated chapters on skill acquisition approaches, talent identification and development, and performance analysis and feedback as well as separate chapters on practice design and task modification, and practice organisation and planning - Contains additional content on decision-making, tactical and strategic skills, traditional and constraints-led skill acquisition approaches, practice design, and skill-drill and game-based practice for skill acquisition - Supported by a bank of online lecturer resources, including PowerPoints, MCQs and lab activities