Teaching Games and Sport for Understanding

Auteur

Shane Pill, PhD, is Associate Professor in Physical and Sport Education at Flinders University, Australia.

Ellen-Alyssa F. Gambles is an Academic Tutor in Exercise, Sport and Rehabilitative Therapies at the University of Sunderland, UK.

Linda L. Griffin, PhD, is a Professor in the College of Education at the University of Massachusetts Amherst, USA.

Texte du rabat

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.

Contenu

Introduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now

ELLEN-ALYSSA F. GAMBLES AND LINDA L. GRIFFIN

1 TGfU: A Model for the Teaching of Games with a Changed Focus in Games Teaching A Commentary

SHANE PILL, SARAH DOOLITTLE, AND RICK BALDOCK

SECTION I

Global Developments Influenced by Teaching Games for Understanding

2 The Tactical Games Model and Game Performance Assessment

LINDA GRIFFIN AND STEVE MITCHELL

3 Learning to Teach Game Sense: A Bottom-Up Approach

RICHARD L. LIGHT AND CHRISTINA CURRY

4 Immersive Scenario-Based Coaching Narratives: A Philosophical Dialogue

RUAN JONES AND DAVID PIGGOTT

5 Game Insight: A Game-Based Approach with Emphasis on Acknowledging and Addressing Differences between Players' Abilities

GWEN WEELDENBURG, LARS BORGHOUTS, ENRICO ZONDAG, AND FRANK DE KOK

6 Play with Purpose: Teaching Games and Sport for Understanding as Explicit Teaching

SHANE PILL AND JOHN WILLIAMS

SECTION II

Section II Research Perspectives

Game-Based Approach as a Constructivist Model of Games Teaching

LINDA L. GRIFFIN AND JEAN-FRANCOIS RICHARD

8 The Tactical versus Technical Paradigm: Scholarship on Teaching Games with a 'Catch-22'

ADRIAN P. TURNER

9 Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles

BRENDAN SUESEE AND SHANE PILL

10 A Constraints-Led Approach as a Theoretical Model for TGfU

JIA YI CHOW, IAN RENSHAW, AND BRENDAN MOY

11 Positive Pedagogy for Sport Coaching: A Game Changer?

RICHARD L. LIGHT AND STEPHEN HARVEY

12 Teaching Games for Understanding and Athlete-Centred Coaching

SHANE PILL AND ELLEN-ALYSSA F. GAMBLES

13 Using Global Lesson Study to Promote Understanding of Game-Based Approaches

NAOKI SUZUKI AND KAREN RICHARDSON

14 Game-Based Approach and Teacher Reflective Practice

ASPASIA DANIA

15 Game Balance Analysis: A Pedagogical Approach for Designing Rich Learning Environments

WYTSE WALINGA AND JEROEN KOEKOEK

SECTION III

Future Directions

16 Promoting Justice, Equity, Diversity, and Inclusion (JEDI) through Game-Based Approach (GBA) in Physical Education

KANAE HANEISHI , TENG TSE SHENG, BRUCE NKALA, AND KOREY BOYD

17 Decolonialising PE Using a GBA

MICHAEL J. DAVIES, SHANE PILL, AND JOHN R. EVANS

18 Moving from TGfU to 'Game-Based Approach' as the Collective

DAVID GUTIÉRREZ AND JEROEN KOEKOEK