Marrying theory to practice: Using Vygotsky to underpin game sense pedagogy

Pritchard, Rhys ORCID: https://orcid.org/0000-0001-8106-9285 (2019) Marrying theory to practice: Using Vygotsky to underpin game sense pedagogy. In: Context and Contingency: Exploring research in sports coaching pedagogy. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 101-110. ISBN Hardback ISBN: 1-5275-2828-6 ISBN13: 978-1-5275-2828-4 Paperback ISBN:1-5275-7642-6 ISBN13: 978-1-5275-7642-1

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Abstract

Game based approaches have challenged traditional and technical models to coaching for more than twenty years (Jones, 2006). Traditional training has resulted in limited success in transferring skills into a game situation (Bunker and Thorpe, 1982). Following dissatisfaction with traditional approaches, Bunker and Thorpe (1982; 1986) proposed Teaching Games for Understanding (TGfU). Subsequently, other game-based approaches developed, including Game Sense (Den Duyn, 1997). Of which, the looser, less prescriptive nature of Game Sense (Light, 2004) appeals to many. Despite the ostensible value of various game-based approaches, an inherent neglect of pedagogy is evident (Light, 2013). The purpose of this abstract is to evidence how Lev Vygotsky’s cultural, historical and activity theory (CHAT), was used to develop the application of game-based approaches in a Premiership rugby academy, specifically focusing on Vygotsky’s (1978) ‘everyday’ and ‘scientific’ concepts. Consequently, adopting an action research approach, the aim of this study was to develop and improve the application of game sense pedagogy. More specifically, drawing upon Vygotsky’s increased attention to the use of language, the study aimed to examine player and coach learning through scientific and everyday concepts. The significance of the study lies in a thoughtful re-orientation of game based pedagogies using Vygotsky’s concept formation (Den Duyn, 1997; Light, 2013).

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