{"id":{"repo_id":"oxford-brookes","oai_identifier":"tle:b010fad7-3bd9-4c81-894e-f3c4841ba32d:d6bd9758-527a-46cd-bfe2-c433766e8fca:1"},"canonical_url":"https://search.dev.ndltd.org/etd/oxford-brookes/tle:b010fad7-3bd9-4c81-894e-f3c4841ba32d:d6bd9758-527a-46cd-bfe2-c433766e8fca:1","repository":{"repo_id":"oxford-brookes","name":"Oxford Brookes University","base_url":"https://radar.brookes.ac.uk/radar/oai"},"display":{"title":"Coaches’ self-perceptions on how they influence collective behaviour in team sports","abstract":"Introduction: Team invasion games (e.g., football, basketball, rugby) all rely on cohesive and synchronous efforts for successful outcomes. Without this key fundamental, teams can appear disorganised and in turn perform poorly in competition. It becomes the coach’s responsibility to create shared understanding within the team . This can be done through planning engaging and diverse training situations and the interactions between coach and athlete seen during training sessions. This research project focused on two main theories, Ecological Dynamics (ED; Bennie & O’Connor, 2010) and the Constraint Led Approach (CLA; Newcombe et al. 2019). Both tools suitably equip coaches to plan and build training environments that can challenge and progress the learning of their athletes. Methods: Semi-structured interviews were conducted with 6 team sports coaches (5 football, 1 hockey). Interviews took place online (via Zoom or Google Hangouts). All interviews were transcribed into scripts, which then were thematically analysed as per the guidelines outlined by Braun and Clarke (2021). Appropriate measures were taken to maintain the anonymity of participants. Result: The thematic analysis resulted in the development of 3 higher-order themes; a) Practice Design (Small Sided Conditioned Games, Session Intention, Representative Learning Design), Learning Environment (Goal Setting, Scaffolded Learning), and Coaching Behaviour that highlights how coaches perceived their contribution towards the development of a more synergistic team. Conclusion: In conclusion, coaches perceived themselves as environment builders that created environments promoting the problem-solving capabilities of the athletes. They reported various methods of task constraint manipulations (e.g., creating over/underloads in team numbers and changing pitch dimensions). Furthermore, coaches reported that they applied a “hand-off approach when coaching to allow the athletes to develop autonomy and discover the answers to the practice tasks, instead of simply prescribing actions. They also reported to avoid the use of instruction unless completely necessary and preferred the use of questioning as their behaviour of choice to help guide the perception of affordances in the learners.","abstract_html":"Introduction: Team invasion games (e.g., football, basketball, rugby) all rely on cohesive and synchronous efforts for successful outcomes. Without this key fundamental, teams can appear disorganised and in turn perform poorly in competition. It becomes the coach’s responsibility to create shared understanding within the team . This can be done through planning engaging and diverse training situations and the interactions between coach and athlete seen during training sessions. This research project focused on two main theories, Ecological Dynamics (ED; Bennie & O’Connor, 2010) and the Constraint Led Approach (CLA; Newcombe et al. 2019). Both tools suitably equip coaches to plan and build training environments that can challenge and progress the learning of their athletes. Methods: Semi-structured interviews were conducted with 6 team sports coaches (5 football, 1 hockey). Interviews took place online (via Zoom or Google Hangouts). All interviews were transcribed into scripts, which then were thematically analysed as per the guidelines outlined by Braun and Clarke (2021). Appropriate measures were taken to maintain the anonymity of participants. Result: The thematic analysis resulted in the development of 3 higher-order themes; a) Practice Design (Small Sided Conditioned Games, Session Intention, Representative Learning Design), Learning Environment (Goal Setting, Scaffolded Learning), and Coaching Behaviour that highlights how coaches perceived their contribution towards the development of a more synergistic team. Conclusion: In conclusion, coaches perceived themselves as environment builders that created environments promoting the problem-solving capabilities of the athletes. They reported various methods of task constraint manipulations (e.g., creating over/underloads in team numbers and changing pitch dimensions). Furthermore, coaches reported that they applied a “hand-off approach when coaching to allow the athletes to develop autonomy and discover the answers to the practice tasks, instead of simply prescribing actions. They also reported to avoid the use of instruction unless completely necessary and preferred the use of questioning as their behaviour of choice to help guide the perception of affordances in the learners.","abstract_has_math":false,"creators":["Bubna, Kabir"],"institution":"Oxford Brookes University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bibbey, Adam","Fiander, Matt"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T03:43:20Z","subjects":[],"languages":["en"],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24384/e8jn-t738","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bibbey, Adam","Fiander, Matt","Bubna, Kabir"]},{"key":"dc:creator","label":"Author","values":["Bubna, Kabir"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["Oxford Brookes University"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.24384/e8jn-t738","https://radar.brookes.ac.uk/radar/file/b010fad7-3bd9-4c81-894e-f3c4841ba32d/1/Bubna2022TeamSports.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Introduction: Team invasion games (e.g., football, basketball, rugby) all rely on cohesive and synchronous efforts for successful outcomes. Without this key fundamental, teams can appear disorganised and in turn perform poorly in competition. It becomes the coach’s responsibility to create shared understanding within the team . This can be done through planning engaging and diverse training situations and the interactions between coach and athlete seen during training sessions. This research project focused on two main theories, Ecological Dynamics (ED; Bennie & O’Connor, 2010) and the Constraint Led Approach (CLA; Newcombe et al. 2019). Both tools suitably equip coaches to plan and build training environments that can challenge and progress the learning of their athletes. Methods: Semi-structured interviews were conducted with 6 team sports coaches (5 football, 1 hockey). Interviews took place online (via Zoom or Google Hangouts). All interviews were transcribed into scripts, which then were thematically analysed as per the guidelines outlined by Braun and Clarke (2021). Appropriate measures were taken to maintain the anonymity of participants. Result: The thematic analysis resulted in the development of 3 higher-order themes; a) Practice Design (Small Sided Conditioned Games, Session Intention, Representative Learning Design), Learning Environment (Goal Setting, Scaffolded Learning), and Coaching Behaviour that highlights how coaches perceived their contribution towards the development of a more synergistic team. Conclusion: In conclusion, coaches perceived themselves as environment builders that created environments promoting the problem-solving capabilities of the athletes. They reported various methods of task constraint manipulations (e.g., creating over/underloads in team numbers and changing pitch dimensions). Furthermore, coaches reported that they applied a “hand-off approach when coaching to allow the athletes to develop autonomy and discover the answers to the practice tasks, instead of simply prescribing actions. They also reported to avoid the use of instruction unless completely necessary and preferred the use of questioning as their behaviour of choice to help guide the perception of affordances in the learners."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Coaches’ self-perceptions on how they influence collective behaviour in team sports"]}]}],"canonical_facts":{"dc:contributor":["Bibbey, Adam","Fiander, Matt","Bubna, Kabir"],"dc:creator":["Bubna, Kabir"],"dc:date":["2022"],"dc:description":["Introduction: Team invasion games (e.g., football, basketball, rugby) all rely on cohesive and synchronous efforts for successful outcomes. Without this key fundamental, teams can appear disorganised and in turn perform poorly in competition. It becomes the coach’s responsibility to create shared understanding within the team . This can be done through planning engaging and diverse training situations and the interactions between coach and athlete seen during training sessions. This research project focused on two main theories, Ecological Dynamics (ED; Bennie & O’Connor, 2010) and the Constraint Led Approach (CLA; Newcombe et al. 2019). Both tools suitably equip coaches to plan and build training environments that can challenge and progress the learning of their athletes. Methods: Semi-structured interviews were conducted with 6 team sports coaches (5 football, 1 hockey). Interviews took place online (via Zoom or Google Hangouts). All interviews were transcribed into scripts, which then were thematically analysed as per the guidelines outlined by Braun and Clarke (2021). Appropriate measures were taken to maintain the anonymity of participants. Result: The thematic analysis resulted in the development of 3 higher-order themes; a) Practice Design (Small Sided Conditioned Games, Session Intention, Representative Learning Design), Learning Environment (Goal Setting, Scaffolded Learning), and Coaching Behaviour that highlights how coaches perceived their contribution towards the development of a more synergistic team. Conclusion: In conclusion, coaches perceived themselves as environment builders that created environments promoting the problem-solving capabilities of the athletes. They reported various methods of task constraint manipulations (e.g., creating over/underloads in team numbers and changing pitch dimensions). Furthermore, coaches reported that they applied a “hand-off approach when coaching to allow the athletes to develop autonomy and discover the answers to the practice tasks, instead of simply prescribing actions. They also reported to avoid the use of instruction unless completely necessary and preferred the use of questioning as their behaviour of choice to help guide the perception of affordances in the learners."],"dc:format":["application/pdf"],"dc:identifier":["https://doi.org/10.24384/e8jn-t738","https://radar.brookes.ac.uk/radar/file/b010fad7-3bd9-4c81-894e-f3c4841ba32d/1/Bubna2022TeamSports.pdf"],"dc:language":["en"],"dc:publisher":["Oxford Brookes University"],"dc:rights":["All rights reserved"],"dc:title":["Coaches’ self-perceptions on how they influence collective behaviour in team sports"],"dc:type":["thesis"]},"updated_at":"2026-07-24T03:43:20Z"}