Following the success of games-based learning, it was decided that for the final three weeks, that a coaching philosophy based around the principle of fun should be adopted.

A coaching philosophy is “set of values and behaviours that serve to guide the actions of the coach” (Wilcox & Trudel, 1998, p.41, cited in Cassidy et al., 2004, p.57). A coach’s coaching philosophy helps guides their planning in relation to session activities and scheme’s of work.  Failing to adopt a particular philosophy can cause sessions to be reactive (Cassidy et al., 2004) and ad-hoc.

Prior to session twelve, the coach’s philosophy was based solely upon development of the participants, however, due to limited success, he decided to place an emphasis on fun for the remaining three sessions in an attempt to make the sessions more appropriate for the group and sustain learning. On reflection, it was evident that this decision was justified. No behavioural issues occurred whilst the coach adopted this philosophy, and positive feedback was received from the school staff. It could also be asserted that his previous philosophy was too regimented, due to the significant behavioural issues during the developmental activities.