DOI: 10.4324/9781003458661-10 10 Toward Language-Based Pedagogies for In-Game Communications in Youth Level Sport Ian Sherwin, Fergus O’Dwyer and Sally McCarthy Introduction The importance of coaching behaviours and coach and athlete communications is ever evolving, and researchers are continually seeking to get a better understanding of different coaching styles. What works in one context may, or may not, work in another (Parker et al., 2012). Each individual differs: coaches will implement a strategy that they believe is the best way to lead a team but athletes’ perception of this strategy and their buy-in to it is fundamental to its success. Communication during both training and games is an area that requires specific attention. Many studies (e.g. Cushion & Jones, 2001; Mouchet et al., 2013; Smith & Cushion, 2006) have looked at in-game communication in either training and/or competition but usually from a coach’s perspective, using semi-structured interviews or observational tools. However, few studies explored in-game communication from the athletes’ perspective. One notable exception is Smith and Sherwin (2022) who looked at the effect of the half-time team talk strategies from the perspective of both coaches and players in elite (adult male) rugby union. Results showed that a “calm environ- ment” and an “emotionally controlled coach” along with a “tactical and technical plan” for the second half proved beneficial for the players. By conducting this research from the players’ perspective, we can begin to analyse if different coaching strategies should be adopted depending on the context i.e., different age groups, different genders, different genders within the same sport. The half-time (HT) interval constitutes a vital aspect of a coach’s performance strategy (Kennedy & Knight, 2017). It represents a complex and pivotal time (Mouchet & Duffy, 2020) where the dynamic interaction between coaches and athletes relies on consist- ency in communication based on practiced routines (Mouchet, 2020). The absence of substantial research into in-game coaching is a shortcoming in our understanding of coaching (Cushion et al., 2012). Little has been done to identify coaching practices in the competitive domain despite its Copyright Material – Provided by Taylor & Francis Proof Review Only – Not For Distribution 1_9781032583914_p167-235.indd 188 1_9781032583914_p167-235.indd 188 24-May-25 17:58:40 24-May-25 17:58:40