Recognised as a complex pedagogical process, sport coaching as an applied domain has continued to receive significant research attention based on the impact that team sport coaches can have on player development. The aim of this thesis was to explore the role of a range of coaching practices and strategies including pedagogy, intentions for impact, fidelity of practice and streaming on player experience in team sport. Chapter 3 investigated games-based approaches in Gaelic games contexts and their impact on player development and coaching attitudes. One of the key findings of this study revealed a lack of coherence in the understanding of the approach. Given this lack of understanding an investigation into the use of game form activities was deemed to be necessary. Thus, Chapter 4 explored how coaches use game form practices and the sources of their pedagogy. The findings suggest that coaches utilise a range of approaches, in and very pragmatic manner and often lacking coherence from a theoretical stance. Furthermore, their coaching was very individualised and highly contextual and could be understood through the lens of intentions for impact. Thus, Chapter 5 built upon these findings with an investigation into how these coaches formed their intentions for impact. These intentions could be viewed through the lens of fidelity of practice, a desire for realistic practices which replicate the game. Interestingly, this cohort were overwhelmingly focused on physiological fidelity. Chapter 6 was an exploration into the participant experience of youth Gaelic games. The findings of this broad study suggest increased seriousness seemed to meet some participant needs, but there is an apparent need for better support for coaches to manage the complexity they face in their practice. Following this series of snapshots of select coaching domains, the final two studies were focused on tools which coaches can use to better inform practice. Following the investigation into youth Gaelic games, Chapter 7 investigated one such tool which can offer support to coaches in the form streaming, or ability grouping. While participants viewed streaming in a favourable light, reflections also highlighted a perception that the implementation of streaming was hindered by a series of challenges deemed to accelerate the different rates of development and thus impact playing experience. Lastly, Chapter 8 proposed a model of fidelity of practice for team sport coaches in the form of affective, physiological, action and conceptual fidelity, the manipulation of these forms allowing the coach to shape the player experience. The overarching finding of this thesis suggests that coaches need support to deliver an appropriate enacted curriculum through different pedagogical interventions to facilitate a more equitable player experience with chapter-specific findings discussed throughout the thesis.