Working towards legitimacy: two decades of teaching games for understanding

Griffin, Linda L.; Brooker, Ross; Patton, Kevin

doi:10.1080/17408980500340703

Cited by 57 publications

(56 citation statements)

References 23 publications

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“…Thus, to develop tactical-decision making and cognitive skills in sport, the greatest possible number of tactical experiences must be promoted and constructed (Garcı´a-Gonza´lez, Moreno, Moreno, Gil, & Del Villar, 2013), with a prevalence of decision training over behavioral training (Vickers, 2007). Griffin, Brooker, and Patton (2005) indicated the "Teaching Games for Understanding (TGfU)" model developed by Bunker and Thorpe (1982) as one of the methodologies that most favors athletes' decision-making capacity. The objective of this model, based on the pedagogical principles of modified games (modified game through representation and modified game through exaggeration) and on questioning, is to understand the game through tactical knowledge (Gray, & Sproule, 2011).…”

Section: Introductionmentioning

confidence: 99%

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

et al. 2016

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The aim of this study was to analyze the effect of a comprehensive teaching program, based on questioning on decision making, and execution in football. The intervention program, based on teaching games for understanding model and including the application of questioning in a context of modified games, was applied during 21 training sessions. A quasi-experimental study with a prepost design with 18 male football players (M ¼ 10.7 years, SD ¼ 0.6) was developed over 18 weeks. Participants were divided into experimental group (n ¼ 9) and control group (n ¼ 9). A total of 1532 actions were observed (1120 passes and 412 dribbling). Results showed that after applying the intervention program, the players in the experimental group showed better decision making in the pass and dribbling actions, and better execution in the pass action, compared with the players from the control group. These results suggest that the application of questioning in a context of modified games must be taken into account to promote tactical training in young footballers and to improve their tactical behavior.

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Section: Introductionmentioning

confidence: 99%

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

et al. 2016

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“…As a teaching strategy, group work fits neatly within constructivist approaches and features in curricular models such as teaching games for understanding (Griffin, Brooker, and Patton 2005;Butler 2006), sport education (Wallhead and O'Sullivan 2005;Hastie and Curtner-Smith 2006;Siedentop, Hastie, and van der Mars 2011), peer-assisted learning (Ward and Lee 2005) and cooperative learning (Dyson, Griffin, and Hastie 2004;Bähr and Wibowo 2012). Within these models, HPE teachers assume 'less directive and more facilitative' roles (Kirk and Kinchin 2003, 229) and students are expected to construct meaning (i.e.…”

Section: Introductionmentioning

confidence: 99%

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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Background: Group work is often used in Physical Education (and Health -HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert -novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second -i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of 'expertness' as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.

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“…Team sports players' development has been discussed worldwide in the last decades by scholars of different fields of research [1][2][3][4] . Handball, a traditional team sport of a complex nature, presents different relationships between teammates (cooperation) and opponents (opposition).…”

Section: Introductionmentioning

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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-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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Working towards legitimacy: two decades of teaching games for understanding

Cited by 57 publications

References 23 publications

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

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

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