Developing coaches’ practice through an action research approach: The conscious creation of athletes’ Zone ofProximal Development (Vygotsky, 1978) using A Game Sense Approach

Since Jones (2006) explicitly conceptualised the role of the sports coach as educator over a decade ago, recognition of the pedagogical nature of coaching has gained increasing traction. A particular theorist engaged with as a part of this agenda has been Lev Vygotsky. More specifically, his ideas of social learning, and the role of a more knowledge other in creating zones of proximal development for athletes have been embraced in terms of their explanatory power (Vygotsky, 1978). Here, studies by Jones and Ronglan (2017) and Potrac et al (2016) have attempted to somewhat probe Vygotsky’s writings in terms of what they may mean for coaches and coaching. However, few researchers have investigated the precise means of how to create and apply such zones of uncertainty into coaching practice. In many ways, the same can be said of ‘Game sense’ coaching approaches, where learning is claimed through participation in and through structured games-related action (Light, 2013). Here, again, development is taken as occurring through emergence, disequilibrium, and dealing with ambiguous situations which are never absolutely repeated (Pill, 2012). Having said that, although both approaches advocate learning through doing, valuing the uncertain changing context as a pedagogical framework, one approach (i.e., ZPD), appears light on practical creation and application, while the other (‘i.e., Game sense’) has been accused of lacking theoretical depth. In merging both approaches, respective strengths can be brought to bear in the quest to develop learning. <br> Encased within a game-sense pedagogy, the aim of this study is to develop coaches’ understanding and application of Vygotsky’s notion of a zone of proximal development within their coaching practice. This aim will be explored through four interrelated objectives: <br> a) To examine and develop how coaches decide upon the parameters of athletes' ZPDs (in particular their outer limits) through the use of a game-sense approach. What are the enablers of, and constaints upon action, here? b) To help coaches better position their coaching in relation to athletes' learning. c) To develop coaches’ abilities to better scaffold athletes' learning within such a zone, specifically through the use of a game sense approach.