title: The Analysis, Support and Development of Coaches' Tactical Knowledge in Practice
Creators: name: Walsh, M
Publisher: name: Liverpool John Moores University
Year: 2022

description: Game-based practices have been identified as significant approaches that support players to develop game understanding, strategic knowledge and decision making skills alongside developing their technical ability. However, for game-based approaches to be an effective method of practice, it is paramount for coaches to have extensive tactical knowledge. Despite the growing body of literature exploring the knowledge requirements of coaches, there is still a considerable lack of studies exploring how novice and intermediate level coaches develop their sport-specific knowledge. Moreover, the tactical knowledge concepts of sport-specific knowledge are still an underexplored area of research. Therefore, further investigation is required to enhance the understanding of coaches' tactical knowledge development. Accordingly, the thesis examined how, what and when novice/intermediate football coaches develop their tactical knowledge while studying on a level 3 qualification. In addition, the thesis explored if a conceptual model and framework could aid coaches’ tactical knowledge development. The thesis adopted a pragmatic research paradigm philosophy implementing scientific realism and pragmatism as the ontological and epistemological foundation. The methodology of an action research design-based approach incorporated methods such as; focus groups, object learning, reflective practice, participant observation, stimulated recall interviews, and case studies to collect and analyse the data. Findings illustrated a significant differentiation of coaches’ baseline knowledge at the start of the course. However, while several coaches were unable to define several key concepts of tactical knowledge when questioned (declarative knowledge), all coaches were able to show the application of several tactical concepts (procedural knowledge) of the game in their demonstrations. Moreover, findings exemplified that the moments of the game and principles of play are the two most significant concepts of tactical knowledge. Findings illustrated that coaches who displayed more advanced knowledge of the moments of the game and principles of play were able to demonstrate greater knowledge of the other tactical knowledge concepts (i.e., styles of play, systems of play, strategies and tactics) and display conditional knowledge in practice. In addition, findings suggest that the development of a conceptual model and framework significantly aided the coach’s declarative and procedural knowledge development, with the utmost change in tactical knowledge occurring once a coach had constructed their model. The discoveries of the thesis contribute to an evolving, problematic epistemology of football coaches’ tactical knowledge development and highlight shortcomings in terms of tactical concepts and the capacity to support tactical knowledge development. The thesis presents coach educators, coaches, academics and education providers’ opportunities to inform coach education delivery, academic literature and support football coaches develop tactical knowledge of the game.