PEDAGOGI KEJERULATIHAN

QES1162
POSITIVE PEDAGOGY FOR COACHING
TEAM AND INDIVIDUAL SPORTS
 WHAT IS POSITIVE PEDAGOGY ?

Positive Pedagogy is an athlete-centered, inquiry-based

approach that transforms the way we understand learning and
coaching in sport.

Positive Pedagogy for sport coaching both improves performance

and promotes positive learning experiences across all ages and
abilities.
 Game-Based
Approaches

Appropriation of Antonovsky’s
sense of coherence (SoC) model

Positive Psychology
 Game-Based Approaches

 GBAs such as Game Sense, TGfU (Teaching Games for Understanding), Play Practice
and the Tactical Games Approach improve team performance by developing tactical
knowledge, decision-making, awareness and the ability to adapt at non-conscious and
conscious levels of cognition in match conditions across a range of team sports.

 They generate positive experiences of practice sessions for athletes and enable the
transfer of learning from practice to competition instead of training to train

 GBAs focus on developing better performance but can also generate positive
experiences that are enjoyable, satisfying and which facilitate learning how tolearn
 This positive learning needs to be facilitated by coaches building positive
affective and social-moral environments where players are motivated to learn
by having the freedom and autonomy to test out new ideas and to speak up in
group discussions without fear of failure.
 Positive Coaching

A number of teaching/coaching approaches specifically focus on promoting

positive development for young people through sport and other physical activity
that include Positive Youth Development.

GBAs also foster its development due to the nature of their athlete-centred,
inquiry-based pedagogy

Essentially holistic and humanistic approaches challenge traditional approaches

informed by behaviorist perspectives on learning that objectify athletes and
reduce participation in sport to a number of discrete and quantifiable
components in traditional coaching.
 Making Learning Positive

The pedagogical features of Game Sense proposed by Light (2013a)

encourage positive learning experiences with PPed focusing on
maximising this positive learning through the appropriation of
Antonvosky’s salutogenic theory and sense of coherence (SoC)
model (1979, 1987) and the application of Positive Psychology
(Seligman and Csikszentmihalyi, 2000) to bolster positive
experiences of learning by athletes of any age and at any level.
 Antonovsky’s Salutogenic Theory and Sense of
Coherence (SoC)
Model

Antonovsky’s (1979, 1987) salutogenic theory and SoC model take a positive
approach by focusing on the socially constructed resources that allow people to
achieve and maintain good health.

The concept of ‘salutogenesis’ refers to the origins of health to emphasizes what

supports health and wellbeing rather than focusing on what causes disease or the
‘lifestyle’ approach that focuses on identifying risk factors (Antonovsky, 1996).

His SoC model comprises three conditions that most encourage good health which
are when life has: a) comprehensibility, b) manageability and, c) meaningfulness.
Comprehensibility

Developed through experience, comprehensibility refers to the extent to

which things make sense for the individual and to which events and
situations appear ordered and consistent for him/her.

For learning to be comprehensible in sport it should help athletes know,

not only how to do something, but also when, where and why to do it.

It should foster deep learning that involves understanding the concepts
or ‘big ideas’ (Fosnot, 1996) that constructivist perspectives on learning
suggest underpin learning by doing.
Manageability

Manageability is the extent to which an individual feels that s/he has

the resources at hand to manage stress and challenge.

Resources can be objects such as tools and equipment, skills,

intellectual ability, social and cultural capital and so on.

Challenges are manageable when they can be met by drawing on

individual resources such as skill, physical capacity and/or the social
resources available from social interaction with peers and the coach.
Meaningfulness

Meaningfulness refers to how much the individual feels that life makes sense
and that its challenges are worthy of commitment.

According to Antonovsky, meaningfulness promotes a positive expectation of

life and the future and encourages people to see challenges as being
interesting, relevant and worthy of their emotional commitment.

In sport coaching athletes are highly unlikely to commit to meeting a

challenge if it lacks meaning and relevance for them.

Engagement gives meaning to tasks and experiences because the athletes

understand what they are trying to achieve and why.
 Positive Psychology

Positive Psychology sets out to redress a preoccupation of psychology

with pathologies and repairing the ‘worst aspects’ of life by
promoting its positive qualities.

It focuses on wellbeing and satisfaction in the past, on happiness and

the experience of flow in the present and on hope and optimism in
the future.

It aims to build ‘thriving individuals, finding and nurturing talent and
making, normal life more fulfilling’ and draws on the concepts of
flow and mindfulness as positive states that generate learning.
The PERMA Model

Positive Pedagogy does not specifically focus on developing wellbeing or

happiness but all five elements of Seligman’s (2012) PERMA (positive emotions,
engagement, relations, meaning and achievement) model are evident in it.

Applied to team and individual sports, PPed can generate positive emotions
such as enjoyment or delight (Kretchmar, 2005), engagement in learning, the
building of meaningful relationships, a sense of belonging (Light, 2008),
meaning and opportunities for achievement, both individually and collectively
(Harvey, 2018).

emphasizes what the learner can do and how s/he can draw on existing
individual and social resources to meet learning challenges through reflection
and dialogue
The Pedagogical Features of Positive
Pedagogy

It emphasizes engagement with the physical learning environment or

experience.

The coach asks questions that generate dialogue and thinking in

preference to telling player/athletes what to do.

It adopts an inquiry-based approach to provide opportunities for athletes

to collectively formulate, test and evaluate solutions to problems that is
supported by a socio-moral environment in which making mistakes is
accepted as an essential part of learning.