Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

Sproule, John; Ollis, Stewart; Gray, Shirley; Thorburn, Malcolm; Allison, Peter; Horton, P.B.

doi:10.1080/13573322.2011.601149

Cited by 9 publications

(6 citation statements)

References 45 publications

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“…Shifting from a technical performance orientation, Sproule et al (2011) also remind us that students often negotiate key affective aspects such as perseverance, self-confidence, a personal sense of achievement or satisfaction, as well as feelings of competency and well-being. Within the complex and nonlinear learning model, then, we advocate moving classroom reflection and indeed assessments of ‘ability’ and achievement beyond simply the body’s capacity to move in ‘correct’ ways (Wright and Burrows, 2006).…”

Section: Track and Fieldmentioning

confidence: 99%

Using a complex and nonlinear pedagogical approach to design practical primary physical education lessons

Atencio

Clara

et al. 2014

European Physical Education Review

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This paper describes several practical activities that reveal how complex and nonlinear pedagogies might underpin primary physical education and school sport lessons. These sample activities, involving track and field, tennis and netball components, are designed to incorporate states of stability and instability through the modification of task and environmental constraints that challenge students to learn about movement. These activities challenge students individually and collectively to learn in relation to the cognitive, social, emotional and physical domains. Within these conditions, students are expected to ‘self-organise’ in order to take responsibility for their learning; this approach links with recent calls for a more expansive version of physical education supporting the holistic and lifelong development of physically active individuals. We further suggest that teachers using constraints-led pedagogies require high levels of capacity as they must draw upon their judgement, knowledge and teaching skills to appropriately facilitate and ‘scale’ dynamic learning contexts.

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Section: Track and Fieldmentioning

confidence: 99%

Using a complex and nonlinear pedagogical approach to design practical primary physical education lessons

Atencio

Clara

et al. 2014

European Physical Education Review

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“…Due to this research, school-based PA interventions within PE classes often emphasize the improvement of motor skill competency (Dudley et al, 2011), which is generally performed through direct instruction of motor skills (in isolation) before integration of skills into game play (Rink et al, 1996). Atencio et al (2014) speculated whether such a linear and reductionist approach was useful for young learners, and Sproule et al (2011) have advocated moving classroom achievement beyond simply the body's capacity to move in ''correct'' ways. As this approach often produces classes low in MVPA (Fairclough and Stratton, 2005), a common intervention strategy is to add physical fitness activities for the improvement of MVPA within lessons (Lonsdale et al, 2013), a practice which may further limit student learning in favor of immediate cardio respiratory outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Atencio et al (2014) speculated whether such a linear and reductionist approach was useful for young learners, and Sproule et al (2011) have advocated moving classroom achievement beyond simply the body's capacity to move in ''correct'' ways. As this approach often produces classes low in MVPA (Fairclough and Stratton, 2005), a common intervention strategy is to add physical fitness activities for the improvement of MVPA within lessons (Lonsdale et al, 2013), a practice which may further limit student learning in favor of immediate cardio respiratory outcomes.…”

Section: Introductionmentioning

confidence: 99%

Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?

Miller

Christensen

Eather

et al. 2015

European Physical Education Review

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The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n ¼ 107 students; mean age ¼ 10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n ¼ 52 students) or the control (n ¼ 55) conditions. PLUNGE involved 6 Â 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for throw (effect size: d ¼ 0.9) and catch (d ¼ 0.4) FMS, decision making (d ¼ 0.7) and support (d ¼ 0.9) during game play, and in-class PA (d ¼ 1.6). No significant intervention effects (p > 0.05) were observed for skills outcome during game play (d ¼ À0.2) or student enjoyment (d ¼ 0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students' FMS skills, in-class PA and their decision making and support skills in game play.

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“…Importantly, engagement in such learning contexts requires the development of social and cognitive skills, and thus implies a broad conception of learning and ability in PE. Studentcentred pedagogies, therefore, have greater scope to provide individualised learning experiences that are closely aligned to the abilities and needs of the learner (Sproule et al, 2011). This was the case in a study by Moy, Renshaw and Davids (2015) who examined student-centred pedagogies in the context of athletics.…”

Section: Level Of Task Difficulty (Challenge and Achievement)mentioning

confidence: 99%

Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective

Gray

Mitchell

Wang³

et al. 2018

Curriculum Studies in Health and Physical Education

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Framed by Self-Determination Theory, this investigation explored student experience as they engaged in their Physical Education (PE), Health and Wellbeing curriculum in Scotland for the first time. We aimed to uncover the features of various learning environments that appeared to impact upon student motivation in PE over the period one academic year. We carried out focus group interviews with students from one state secondary school (secondary 1 and 2; ages 12-14) and its feeder primary schools (primary 7; age 11 years) immediately after a selection of PE lessons throughout the year. Furthermore, to provide some additional context for our analysis, the students in each year completed a questionnaire (pre-post) to identify and understand their motivation for PE over time. The results from the interviews indicated that students had a number of positive and negative PE experiences. However, the results from the questionnaire demonstrate that the students' experiences during the first year of this 'new' curriculum had little impact on their motivation for PE. The findings highlight the importance of mixed methods research to provide context-specific account of student experience. This detail may be critical for the development of informed and effective pedagogy that supports student learning, health and wellbeing.

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Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

Cited by 9 publications

References 45 publications

Using a complex and nonlinear pedagogical approach to design practical primary physical education lessons

Using a complex and nonlinear pedagogical approach to design practical primary physical education lessons

Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?

Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective

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