Systematic Review of Sport Coaches’ and Teachers’ Perceptions and Application of Game-Based and Constraints-Led Pedagogy: A Qualitative Meta-Study

ABSTRACT

This study represents the first comprehensive qualitative systematic review on sport coaches’ and teachers’ perceptions and application of Game-Based Approaches (GBA) and Constraints-Led Approach (CLA). From searching 12 electronic academic databases from 1982 to 2020, 29 studies met the eligibility criteria and were included in the meta-study. Data revealed studies were conducted in several different countries, and case study design was the predominant methodology. The main data collection method reported was cross-sectional interviews. There were inconsistencies in the quality of reporting methodologies, sampling procedures, data analysis, and assessing quality. The meta-theory analysis identified weaknesses in the methodological and conceptual approaches, and a low number of studies stated philosophical perspectives. The meta-synthesis identified assumptions about learning, pedagogical knowledge and skills, content knowledge, and support as the overarching themes reported to impact coaches’ and teachers’ perceptions and application of GBAs and CLA. Finally, some recommendations for future research and practice are provided.

KEYWORDS:

• Game-based approach
• constraints-led approach
• systematic review

Acknowledgements

The authors wish to thank Jackie Fealey (Academic Engagement Librarian at Liverpool John Moores University) for her support with the search terms and searching of the databases.

Disclosure statement

No potential conflict of interest was reported by the author(s).