1,721,079 research outputs found
Play with Purpose:Teaching Games and Sport for Understanding as Explicit Teaching
No full textPlay with Purpose derives from the Game Sense approach (GSA) (Australian Sports Commission [ASC], 1996). The GSA is a game-based teaching/coaching approach founded on athlete-centred inquiry teaching styles, such as guided discovery where well considered questioning is characteristic. It was intended as an alternative to the traditionally dominant transmission pedagogy of directive and practice style instruction of games teaching (ASC, 1996). The athlete centred narrative of player responsibility for learning associated with the GSA (Pill, 2018) challenges traditional directive teaching of ‘sport-as-sport-techniques’ (Kirk, 2020) taught through demonstrate-explain-practice (DEP: Tinning, 2010). This historical popular approach to teaching generally divides the session into an introductory activity or warm-up, a technique skill practice section, then a game or game play, finishing with a warm-down (Pearson & Webb, 2009). Typically, attainment of technical competency is viewed as necessary before game play (Light, 2013; Pill, 2017), occurs after a series of closed and open skills, at the end of the session. Alternatively, the more reality congruent approach, meaning ‘… the knowledge of it that is possible’ (Giovannini, 2015) to sport teaching and coaching provided by play with purpose (Pill, 2007) seeks to enhance sport participation and facilitate retention through practice sessions more aligned with the reasons people participate in sport- to be able to play the game. Game play is therefore indicated as the central element and focus of practice sessions of the GSA (ASC, 1996). The GSA continues to inform sport-related games teaching and coaching as the pedagogical basis of the Sport Australia Playing for Life Philosophy and programs like Sporting Schools (Sport Australia, 2021). However, it is our experience PE teachers and sport coaches often misunderstand teaching games for understanding as ‘let them play’ as ‘the game will be the teacher’
Teaching Games for Understanding and Athlete-Centred Coaching
No full textThe pedagogies chosen by sport teachers and coaches are a powerful way to influence athletes’ development and sense of themselves. Athlete-centred coaching has emerged as a humanistic approach developed to engender empowerment and agency within the player/athlete and enhance their performance by adopting a holistic approach to the athlete. The purpose of this chapter is threefold. Firstly, to explore game-based approach research and practice related to coaching and player development (e.g., game sense). Second, to examine and reflect on athlete-centred coaching as an approach that promotes an educative and holistic process for players’ sporting experiences. We will outline the sporting experience (i.e., sport as a form of play, the athletes and coach). Finally, to discuss the possibilities and challenges of implementing an athlete-centred approach to coaching and player development
Teaching Games and Sport for Understanding
No full textThis 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 spectrum of 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
Decolonialising PE Using a GBA
No full textIf colonised education systems intend to ‘close the gap’, it requires the ‘coming together’ of Aboriginal and Western knowledge systems. Intersections of pedagogy and epistemologies call out for physical education (PE) educators to move away from Eurocentric PE that fails to acknowledge Indigenous perspectives and bridge this knowledge gap. A Game Sense Approach (GSA) invites students into a narrative with a game through inquiry-based learning, while Yunkaporta's 8 Ways demonstrates why narrative is critical to Aboriginal epistemology. Central to the GSA is reflection and purposeful social interaction through play, and the process of inquiry to make learning visible. Meanwhile story as pedagogy is fundamental to Aboriginal processes of learning. Place-based learning links content to local land and nature, with local land referred to by Aboriginal Australians as ‘Country’. Country is more than people and place, ‘all entities that make up Country are alive with spirit; they are all sentient
2021 AIESEP Scientific Conference: Descending the Mountain
No full textWhilst The Spectrum of Teaching Styles has been around for over 55 years (and contributed much to Physical Education Pedagogy) there is still potential for more work to be done with regards to research. This presentation will briefly outline six areas where questions remain unanswered and are ripe for the picking in terms of research. We believe that research in these areas will provide opportunities to contribute to other areas (Sport, teaching in general as opposed to PE specifically) and demonstrate to the field of education what The Spectrum can achieve in terms of pre-service teacher knowledge, development and skills, teacher development and coaching development. The diagram of The Spectrum focusses on the teacher chain of decision making.
We propose a model that continues to emphasise the learner at the centre of the model. We suggest that the following areas need further development through research:
The Spectrum and sports coaching,
The Spectrum Inventory (SueSee, 2012) – Validity, potential use with teaching and coaching style,
Future research achieves validity and reliability (Chatoupis, 2010),
Development of legitimate and dependable observational methods that conform to The Spectrum,
Using The Spectrum outside of PE,
Canopy Designs (Hewitt et al., 2017) – Frequency of use and effects of use and,
Validating the effects of Production cluster styles.
Chatoupis, C. (2010). Spectrum research reconsidered. International Journal of Applied Sports Sciences, 22(1),
80–86.
Hewitt, Mitchell and Edwards, Ken and Ashworth, Sarah and Pill, Shane (2016) Investigating the teaching styles
of tennis coaches using The Spectrum. Sport Science Review, 25 (5-6). pp. 321-344.
SueSee, Brendan (2012) Incongruence between self-reported and observed senior physical education teaching
styles : an analysis using Mosston and Ashworth’s spectrum.PhD thesis, Queensland University of Technolog
Using a Game Sense Approach to Teach Buroinjin as an Aboriginal Game to Address Social Justice in Physical Education
No full textPurpose: To explore a teacher educator professional learning opportunity within the context of a taught unit of work at a government primary school in Canberra, Australia’s national capital. The unit of work focus was a traditional Australian Aboriginal game taught using a Game Sense Approach to deliver a socially just version of quality physical education. Method: A qualitative self-study methodology was adopted where the participants were Author 1 and 49 Year 5 students (aged 10–11 years). Results: Game Sense Approach was found to be an effective professional learning opportunity for Author 1, while Author 2’s knowledge about Indigenous perspectives in physical education was extended. In addition, student participants valued the taught lessons, which highlighted issues of social justice. Discussion/Conclusion: It is possible for the self-study approach described here and seemingly incompatible epistemological approaches to work together to realize a socially just version of quality physical education that can inform physical education teaching beyond this study
Traditional Asian Games, Doing Critical Pedagogy and the Knowledge That Actually Counts in Australian Physical Education Teacher Education
No full textPurpose: Self-study is used to report Author 1’s attempts at introducing Asian games in teaching a new unit as part of physical education teacher education at an Australian university. Method: Author 1’s diary and reflective journal extracts as well as contemporary and historical documents were our data sources. Critical incidents were identified from Author 1’s accounts and analyzed using the extant literature and figurational sociology. The authors’ documents were analyzed using content analysis. Results: Limited information uncovered about these games in initial unit planning, subsequent searches for this paper and possible misrepresentation of one game, all served to reinforce normative knowledge. Such reinforcement simultaneously obstructs the decolonization of physical education curricula. Conclusion: Eurocentric knowledge appears to prevail as the knowledge that most matters in the physical education context we studied. Over the course of several deliveries of the unit described here, Author 1 experienced a shift in his pedagogy from “telling” students they should do critical pedagogy, to explaining how he does it in his own teaching
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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