This new book brings together leading and innovative thinkers in the field of teaching and sport coaching pedagogy to provide a range of perspectives on teaching games and sport for understanding. Teaching Games and Sport for Understanding engages undergraduate and postgraduate students in physical education and sport coaching, practicing teachers, practicing sport coaches, teacher educators and coach developers. The contributions, taken together or individually, provide insight, learning and opportunities to foster game-based teaching and coaching ideas, and provide conceptual and methodological clarity where a sense of pedagogical confusion may exist.
Each chapter raises issues that can resonate with the teacher and sport practitioner and researcher. In this way, the chapters can assist one to make sense of their own teaching or sport coaching, provide deeper insight into personal conceptualisations of the concept of game-based teaching and sport coaching or stimulate reflections on their own teaching or coaching or the contexts they are involved in.
Teaching games and sport for understanding in various guises and pedagogical models has been proposed as leading practice for session design and instructional delivery of sport teaching in PE and sport coaching since the late 1960s. At its core, it is a paradigm shift from what can be described as a behaviourist model of highly directive instruction for player replication of teacher/coach explanation and demonstration to instructional models that broadly are aimed at the development of players self-autonomy as self-regulated learners –‘thinking players’.
This innovative new volume both summarises current thinking, debates and practical considerations about the broad spectrumof what teaching games for understanding means as well as providing direction for further practical, pragmatic and research consideration of the concept and its precepts and, as such, is key reading for both undergraduate and postgraduate students of physical education and sport coaching as well as practicing teachers and sport coaches.
Author(s): Shane Pill, Ellen-Alyssa F. Gambles, Linda L. Griffin
Publisher: Routledge
Year: 2023
Language: English
Pages: 230
City: New York
Cover
Half Title
Endorsements
Title Page
Copyright Page
Contents
Figures
Tables
Contributors
Introduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now
A brief history of Game-Based Approaches (GBAs)
Growth and consolidation of GBAs
Formation of the TGfU Special Interest Group (TGfU SIG)
About the chapters
Final thoughts
References
1. TGfU: A Model for the Teaching of Games with a Changed Focus in Games Teaching - A Commentary
The model
The curriculum model: A framework for a games education from ages 5-16
Commentary: Sarah Doolittle
It's about the students
Teacher/Curriculum development
In-service teachers and research
Commentary: Rick Baldock
Conclusion
References
Section I: Global Developments Influenced by Teaching Games for Understanding
2. The Tactical Games Model and Game Performance Assessment
Tactical Games Model (TGM): Building the schema
Rationale for a TGM
Interest and excitement
Knowledge as empowerment
Transfer of understanding and performance
Game frameworks
Levels of tactical complexity
Tactical model for games teaching and lesson format
Questions and critical conditions
The following example illustrates the lesson flow
Planning format for tactical games lessons
TGM as games curriculum
Authentic assessment: The game performance assessment instrument
Final thoughts
References
3. Learning to Teach Game Sense: A Bottom-Up Approach
The idea of game-based teaching and coaching
TGfU and game sense
The development of game sense
A bottom-up approach
A holistic approach
A humanistic approach
Conclusion
References
4. Immersive Scenario-Based Coaching Narratives: A Philosophical Dialogue
Scene 1: Something's missing
Scene 2: Being there
Scene 3: The buzzer beater
Scene 4: Facing into it
Notes
References
5. Game Insight: A Game-Based Approach with Emphasis on Acknowledging and Addressing Differences between Players' Abilities
Determine learning intentions and success criteria
Optimise engagement and appreciation
Optimise the development of tactical skills
Optimise the development of technical skills
Apply skills in a (more) complex game form
Assess learning progress and learning outcomes
Create a motivating learning climate
Conclusion
References
6. Play with Purpose: Teaching Games and Sport for Understanding as Explicit Teaching
Play with purpose: A shift in thinking about learning
Play with purpose
Developing players understanding by design - play with purpose
Understanding by design
Play with purpose - explicit teaching and deliberate practice
Conclusion
References
Section II: Research Perspectives
7. Games Based Approach as a Constructivist Model of Games Teaching
Constructivist learning theory
Social constructivism and GBA
The Tactical-Decision Learning Model (T-DLM)
Game play
Game play observation and peer assessment
Debate of Ideas (DoI)
Action plans
Chapter takeaways
References
8. The Tactical versus Technical Paradigm: Scholarship on Teaching Games with a 'Catch-22'
Empirical investigation
Technique outcomes
Knowledge development
Game performance
Rationale for enigmatic findings
A comparative 'catch-22'
Know-how (and why) for TGfU
Conclusion
References
9. Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles
Discovery teaching styles
An example of a GBA considered as a spectrum of teaching styles
Discussion: TGfU as a spectrum of teaching styles
Conclusion
References
10. A Constraints-Led Approach as a Theoretical Model for TGfU
Understanding the development of movement behaviours through ecological dynamics
TGfU is not CLA: Differences between TGfU and CLA
Misconceptions
Support for TGfU: Some ideas from ecological dynamics though CLA
An exemplar of a CLA informed TGfU game for junior cricket
The singles game
Conclusion
References
11. Positive Pedagogy for Sport Coaching: A Game Changer?
The rationale
The development of PPed
Making it positive
The features of PPed
Designs an engaging physical activity/learning experience
Adopts an inquiry-based approach to learning
Uses questioning to stimulate thinking and dialogue instead of instructing directly.
Applying PPed
Concluding thoughts
References
12. Teaching Games for Understanding and Athlete-Centred Coaching
Game-based approach research and practice related to coaching and player development
Athlete-centred coaching
The possibilities and challenges of implementing an athlete-centred approach
Conclusion
References
13. Using Global Lesson Study to Promote Understanding of Game-Based Approaches
What is lesson study?
Structure of physical education Global Lesson Study
Lessons learned from Global Lesson Study
Final thoughts
References
14. Game-Based Approach and Teacher Reflective Practice
The anatomy of teacher reflection
The complexity of teachers' reflection within games education
Reflection as professional habit within GBAs
Reflection on
Reflection with
Reflection from
Reflection in
Final thoughts
References
15. Game Balance Analysis: A Pedagogical Approach for Designing Rich Learning Environments
Defining the shape of gameplay in terms of complexity
Game balance analysis
Designing the shape of gameplay
Gameplay types
Designing the game towards a rich learning environment
Aim for continuous balance shifts
From quantitative to qualitative analysis
Game design for exaggeration
Game balance for scholars
References
Section III: Future Directions
16. Promoting Justice, Equity, Diversity and Inclusion (JEDI) through Game-Based Approach (GBA) in Physical Education
Addressing democracy and social justice during Game-Based Approach
Hackman's five essential components of social justice education
Lens 1: Content mastery
Lens 2: Tools for critical analysis
Lens 3: Tools for social change
Lens 4: Tools for personal reflection
Lens 5: Multicultural group dynamics
What does the GBA and JEDI lesson look like? - practical implication
Conclusion
References
17. Decolonialising PE Using a GBA
A cultural interface for games and sport teaching in physical education: An Australian context
Story sharing
Learning maps
Land links
Non-verbal
Symbols and images
Non-linear
Deconstruct reconstruct
Community links
Conclusion
References
18. Moving from TGfU to 'Game-Based Approach' as the Collective
GBA as a wealth of ideas born from a common and old concern
First stage: Identification of the problem
Second stage: Convergence of ideas in the TGfU model
Third stage: Wealth of ideas
Fourth stage: Moving to 'game-based approach' as the collective
Perspectives on GBA from different countries: A brief summary
Intranational acceptance and expansion of GBA
The way a GBA has influenced the practice in different contexts
Perceived barriers to incorporate a GBA
Prospects and wishes for developing GBA on both national and global level
Concluding thoughts and future directions for developing GBA as a collective
Research
Pedagogical development
Dissemination
Notes
References
Index
