Knowing the Game: Integrating Speech and Action in Games Teaching Through TGfU

Light, Richard; Fawns, Rod

doi:10.1080/00336297.2003.10491797

Cited by 113 publications

(91 citation statements)

References 16 publications

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“…Traditionally, team sports have been taught based on technical/skills approaches in a positivist way, which do not consider the complexity of the games' environment and fail to explain the contextual nature of these games to players 23 . Another characteristic is the main position assumed by skills development and its automatic application in game context 24 .…”

Section: Teaching Games For Understandingmentioning

confidence: 99%

“…However, only mini-games can lead players not to learn the adult game, which justifies the principle of modification-exaggeration 27 . Learning takes place in authentic contexts because it is embedded within games or game-like activities that are modified to reduce skill demands 23 , encouraging players to engage in cognitive play 27 to solve "tactical problems encountered within the game" 3:216 . The third principle, modification-exaggeration, describes that although mini-games allow children to create associations with adults' games, solutions for their tactical problems can be difficult.…”

Section: Teaching Games For Understandingmentioning

confidence: 99%

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Teaching handball to players under-12: the perspective of Brazilian coaches

Menezes

Marques

Nunomura

2018

Motriz: rev. educ. fis.

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-Aims:To reveal the pedagogical principles adopted by Brazilian coaches in teaching handball to the under-12 teams (U-12). Methods: The sample included six coaches with extensive coaching experience, whose reports were collected through semi-structured interviews. The data were treated and analyzed according to the Collective Subject Discourse (CSD) method. Results: The results indicated a preference for game-centered approaches (CSD1), as they offer a complex environment in which distinct game skills can be developed (such as perception, attention, anticipation and decision making). To a lesser extent, coaches indicated their preference for teaching coordination exercises (justified by the maturation changes that take place during this period), and even less for the technique approach. Conclusion: Based on the coaches' perspective, games must be a central element to teaching U-12 teams, which permits the development of different aspects involved in decision-making during handball.

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Section: Teaching Games For Understandingmentioning

confidence: 99%

Section: Teaching Games For Understandingmentioning

confidence: 99%

Teaching handball to players under-12: the perspective of Brazilian coaches

Menezes

Marques

Nunomura

2018

Motriz: rev. educ. fis.

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“…Learning to play any game involves a range of cognition including perception (pre-cognition), problem solving, decision-making and responding to cues (Kirk & MacPhail, 2002). They also provide opportunities for collaborative problem solving and the social interaction from which meaningful and lasting learning emerges (Light & Fawns, 2003).…”

Section: Pedagogical Possibilities and Game Centred Teaching (Gct)mentioning

confidence: 99%

“…Any inability to respond with suitably high quality teaching widens the gap between physical education and the 'academic' curriculum, reinforcing the perception of it as a non-academic subject distant from the 'real' school curriculum. This then reduces physical education to justifying its place in the curriculum as a tool for fighting lifestyle diseases such as obesity when research suggests its potential for realising valuable intellectual learning through movement when appropriate pedagogy is adopted (Griffin & Butler, 2005;Light & Fawns, 2003).…”

Section: Teacher Training and Quality Physical Educationmentioning

confidence: 99%

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans

Curry²

2018

AGORA EFyD

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Abstract. A renewed focus on Physical Education in New SouthWales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools Keywords: Physical activity; physical education; primary schools; pedagogy; quality teaching; game centred teaching. Resumen. Un emergente nuevo enfoque de la Educación Física (EF) para la Educación Primaria en Nueva Gales del Sur, Australia, tiene el potencial de generar una forma de intervención que puede traer consigo positivas consecuencias a largo plazo para toda la población. La introducción de la EF dentro del Currículo Nacional va a provocar que se preste una renovada atención sobre el papel de la EF en las escuelas primarias australianas. El incremento de la obesidad como epidemia internacional abre la puerta para que la EF en las escuelas primarias contribuya positivamente a la mejora de la salud pública. En este contexto, unos buenos programas de EF para la educación primaria, desarrollados por profesorado formado para impartir una EF de calidad, pueden dar lugar a beneficios significativos a largo plazo. Por otra parte, hay también un importante corpus de investigación, pasado y presente, que vincula la actividad física al rendimiento académico. No obstante, no todos los docentes de educación primaria poseen los conocimientos ni la experiencia que les permita impartir una EF de calidad. Con el fin de lograr los resultados esperados, proponemos un enfoque de la Enseñanza Centrada en el Juego (Game Centered Teaching) y la subyacente pedagogía porque tienen el potencial de proporcionar unas experiencias más significativas para estudiantes y profesores. Para poner en marcha dicho enfoque, abogamos porque los responsables de su desarrollo en las escuelas sean los docentes especialistas en EF -y no personal subcontratado externo-.Palabras clave. Educación Física; actividad física; escuela primaria; pedagogía; calidad de la enseñanza; enseñ...

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“…We can scaffold 'conversations' about what they are doing, how they are playing, such social interaction and collaboration can be drawn down through this group think (Sawyer, 2007) resolving tactical problems through an embodied dialogue (Light & Fawns, 2003).…”

Section: Markmentioning

confidence: 99%

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Williams

Alder

Bush

2015

Sports Coaching Review

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This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The 'constraints led approach' (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to 'poor' coaching and the merits of a more innovative pedagogy through a discussion between 'manager' and 'coach' are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning. Whereby such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. Through presenting Mark (coach) as 'theoretical negotiator', this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.Keywords: constraints led approach (CLA); sport coaching; coach education; coach learning; theory-practice. IntroductionThe impact of coach education has received significant attention from the academic community in recent years (for example see: Cushion & Hull, 2013;Nelson, Cushion & Potrac, 2012; Piggott, 2015; Cushion, Armour & Jones, 2003;Mallett, Trudel, Lyle & Rynne, 2009; Bush, Silk, Andrews & Lauder, 2013). Multiple criticisms have come to the fore, but in the main, it has been noted that attempts to provide sufficient learning opportunities in large scale coaching programmes through accumulating hours in practice, is at best considered dated (Piggott, 2012; Morgan, Jones, Gilbourne & Llewellyn, 2013). Despite these approaches being sanctioned by National Governing Bodies (NGB's), this linear process of 'brick by brick' development is responsible for producing a specific type of coach, one considered a kind of 'robotic practitioner' (Cassidy, 2004). It is still unclear as to how the current content of coach education actually leads to increased coach learning. Furthermore how we best educate coaches' remains an ongoing cause for concern (Cassidy, Potrac & McKenzie, 2006; Townsend & Cushion, 2015). Certainly in terms of how this learning transfers and remains robust in the 'real world' where very little impact has been reported (Piggott, 2012; Cushion & Hull, 2013). Moreover, when the critical indices of delivery, learning and impact, a "bleak situation" is acknowledged (Nelson, Cushion, and Potrac, 2013, p.205) and a gr...

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Knowing the Game: Integrating Speech and Action in Games Teaching Through TGfU

Cited by 113 publications

References 16 publications

Teaching handball to players under-12: the perspective of Brazilian coaches

Teaching handball to players under-12: the perspective of Brazilian coaches

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

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