I started letting the teachers in’ : what factors contribute to successful educational outcomes for disengaged young adults?
- Authors: Brandenburg, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Pedagogy, Culture and Society Vol. 29, no. 3 (2021), p. 397-413
- Full Text: false
- Reviewed:
- Description: This paper identifies and examines the narratives of the lived experience of young adults who had been previously disconnected from mainstream education but who are completing, or have successfully completed, an education in an alternative education programme in a regional city in Australia. It highlights the factors that contribute to successful educational outcomes and foregrounds the pedagogical practices that contribute to success. Semi-structured interviews were conducted with seven current and/or past participants. The narratives and narrative portraits reveal that the structure of learning and teaching environments, supportive relationships, as well as opportunities to identify goals and ambitions and manage fear and anxiety were key factors in achieving successful educational and personal outcomes. Success is influenced by pedagogical practices that are underpinned by an ethos of care, respect and flexibility. © 2020 Taylor & Francis Group, LLC.
Self-report motor competence in adolescents aged 12–18 years in regional and rural Victoria (Australia)
- Authors: Plumb, Mandy , Hands, Beth , McIntyre, Fleur , Timler, Amanda
- Date: 2021
- Type: Text , Journal article
- Relation: Research Quarterly for Exercise and Sport Vol. 92, no. 3 (2021), p. 388-398
- Full Text: false
- Reviewed:
- Description: Background: Poor motor skills are an increasing issue for adolescents in our local communities. In regional Victoria, almost 20% of children starting school in 2018 were considered at risk or developmentally vulnerable in the domain of physical health and wellbeing. Purpose: The aim of the current study was to examine factors (how adolescents perceive their fine and gross motor skills, activities of daily living, comparison to peers) of motor competence that may be important to adolescents in regional Victoria, Australia, using the Adolescent Motor Competence Questionnaire (AMCQ). Methods: A sample of 183 Australian adolescents ([138 females (Mage = 15.59 years, SD = 1.56); 45 males, (Mage = 15.82 years, SD = 1.95); 12–18 years old] completed the AMCQ. Results: The mean AMCQ score was 87.86 (SD = 7.55), with no significant difference between males (M = 89.67 SD = 7.29) and females [M = 87.28 SD = 7.56; t (181 = 1.86 p =.065)]. A Principal Component Analysis (PCA), extracted five factors (Eiqenvalue of 1.389) explaining 43.46% of variance, representing, Ball Skills and Kinesthesis; Activities of Daily Living; Fine Motor and Gross Motor; Proprioception and Exteroception; Public Performance. Conclusion: The results highlight key factors important in describing an adolescent’s motor competence within regional Victoria. With physical health a priority in local communities, understanding these factors is an important first, that which may inform development of physical activity interventions for adolescents. © 2020 SHAPE America.
The expansion and contraction of the apprenticeship system in Australia, 1985-2020
- Authors: Smith, Erica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 73, no. 2 (2021), p. 336-365
- Full Text:
- Reviewed:
- Description: This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included. © 2021 The Vocational Aspect of Education Ltd.
The pedagogic moment : enskilment as another way of being in outdoor education
- Authors: Prins, Alex , Wattchow, Brian
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Adventure Education and Outdoor Learning Vol. 20, no. 1 (2020), p. 81-91
- Full Text:
- Reviewed:
- Description: This theoretical paper aims to contribute to the debate about a perceived activity-environment tension in outdoor education. Tim Ingold’s extensive writings on enskilment are used to explore what it means to be skilful in outdoor activities and how this can contribute to dwelling in outdoor places. Four ‘threads’ of enskilment—taskscape, guided attention, storytelling and wayfinding—are each discussed in terms of how they contribute to the way that leaners learn to become enskiled. Discussions of Ingold’s ideas are coupled with van Manen’s insights into the pedagogic moment to describe what is required of the educator to teach for enskilment. The authors’ draw examples from their teaching experiences on coastal outdoor education programmes and conclude by suggesting some practices that favour an enskilment approach. © 2019, © 2019 Institute for Outdoor Learning.
‘Doing diversity’ in a social work context: reflecting on the use of critical reflection in social work education in an Australian University
- Authors: Patil, Tejaswini , Mummery, Jane
- Date: 2020
- Type: Text , Journal article
- Relation: Social Work Education Vol. 39, no. 7 (2020), p. 893-906
- Full Text: false
- Reviewed:
- Description: There is abundant literature that teaches social work graduates to be culturally competent and critically reflective on issues of cultural diversity. However, it is evident that many competency based approaches do not effectively address issues of privilege, power and diversity. Such approaches can fail to challenge entrenched and/or unconscious biases concerning other cultures. This paper argues we need to move away from over-prioritizing the teaching and use of competency based models for dealing with diversity in disciplines such as Social Work. Using Sara Ahmed’s work on diversity and critical reflection, we present the findings from a survey of social work students. The positive news is that students’ reflections in critical essays and their responses to the learnings they achieved from a unit on race, suggested they were becoming more aware of how privilege and power worked in everyday interactions as well as professional interactions. The other side of the coin was their understanding of the social, political and ethical grounding of values was limited. Students tended to focus more on declaring their allegiance to social work values of ‘honesty, integrity or social justice’ to the point they were mere declarations or saying which become substitutes for actions. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
10 tips for using video analysis more effectively in physical education
- Authors: Beseler, Brad , Plumb, Mandy
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of Physical Education, Recreation and Dance Vol. 90, no. 1 (2019), p. 52-56
- Full Text: false
- Reviewed:
- Description: In order for video replay to be an effective assessment and teaching tool, a number of steps need to be followed. This article provides some useful tips for physical educators to ensure they are implementing this video technology effectively when teaching the overarm throw.
An investigation into handedness and choking under pressure in sport
- Authors: Mesagno, Christopher , Garvey, Jacob , Tibbert, Stephanie , Gröpel, Peter
- Date: 2019
- Type: Text , Journal article
- Relation: Research Quarterly for Exercise and Sport Vol. 90, no. 2 (2019), p. 217-226
- Full Text:
- Reviewed:
- Description: When athletes fail to perform at an expected level during an important moment, it is implied the athletes have experienced “choking“ (sudden decline in performance) under pressure.”. Researchers have reported that persistent left-hemispheric activation patterns occur when an athlete experiences considerable performance deteriorations under pressure. Researchers have also observed differences in brain activation patterns between left- and right-handed people on a variety of physical and cognitive tests, with the left-hemispheric activation more pronounced in right-handed participants. Purpose: The purpose of this study was to investigate whether athletes’ handedness may be linked to choking susceptibility (i.e., likelihood to experience performance decline under pressure). Method: Twenty right-handed and 13 left-handed experienced Australian football players completed 15 shot attempts, in both a low-pressure and a high-pressure condition. Both groups displayed equal state anxiety increases due to the pressure manipulation, indicating similar increases in anxiety in both handedness groups. Results: Differences were indicated in performance between the left- and right-handed groups during the high-pressure condition, with the left-handed group maintaining, and the right-handed participants declining, performance. Conclusion: Future electroencephalogram (EEG) research investigating this link may clarify the effect between handedness and choking.
Reading in English classrooms : A developing culture of disenchantment
- Authors: McGraw, Amanda , Mason, Mary
- Date: 2019
- Type: Text , Journal article
- Relation: Changing English : Studies in Culture and Education Vol. 26, no. 2 (2019), p. 137-149
- Full Text:
- Reviewed:
- Description: Based on a three-year project conducted in Australian secondary schools, this paper captures a developing disenchantment with reading in and for subject English. As part of an extended professional learning experience for teachers, students and their English teachers were interviewed and students were asked to draw reading. Paying attention to the sensitivities both students and teachers express about classroom reading experiences and to the impact institutional culture has on what they do and feel, this paper identifies a developing culture of disenchantment that is veiled by recurring busy and technically oriented activity. We suggest that in a pervading culture of valuing what we measure, students regard reading at school as ‘work’, find it difficult to keep their minds on task and experience a loss of independence in thinking. Teachers, loath to take risks in a culture of compliance, also describe their disenchantment with current practices.
Modelling the effect of worship attendance and personal prayer on spiritual well-being among 9- to 11-year-old students attending Anglican church schools in Wales
- Authors: Francis, Leslie , Fisher, John , Lankshear, David , Eccles, Emma
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Children's Spirituality Vol. 23, no. 1 (2018), p. 30-44
- Full Text:
- Reviewed:
- Description: This study employs a modified form of the Fisher 16-item Feeling Good, Living Life measure of spiritual well-being (assessing quality of relationships across four domains: self, family, nature and God) among a sample of 1,328 students drawn from year five and year six classes within Church in Wales primary schools, alongside measures of frequency of worship attendance and frequency of personal prayer. The data demonstrate frequency of personal prayer is a much stronger predictor than frequency of worship attendance in respect of spiritual well-being. This finding is consistent with the view that personal prayer is a key factor in the formation of individual spirituality.
Knowing, performing and holding queerness : LGBTIQ+ student experiences in Australian tertiary education
- Authors: Waling, Andrea , Roffee, James
- Date: 2017
- Type: Text , Journal article
- Relation: Sex Education Vol. 17, no. 3 (2017), p. 302-318
- Full Text: false
- Reviewed:
- Description: This paper explores LGBTIQ+ students’ experiences of knowing, performing and holding queerness in a tertiary educational environment. Through interviews conducted with LGBTIQ+ students at a large Australian metropolitan university, we examine the students’ engagement with other LGBTIQ+ students in the tertiary educational space. Although originally intending to explore LGBTIQ+ students’ experience of violence, harassment and abuse on campus, the study identified a number of themes concerning the normalisation of a set of beliefs, practices, presentations and performances. Drawing on frameworks of hetero/homo and trans-normativity, we explore how LGBTIQ+ students articulated concerns in knowing, performing and holding ‘authentic’ queerness. We find LGBTIQ students experienced barred access to knowledge, hostility and dismissal by other LGBTIQ+ students when they were either perceived as too queer, or not queer enough. Behind these interactions and at the heart of these tensions is the notion of an authentic queer identity in a post-gay era and the continuous challenges all LGBTIQ+ students face within a heteronormative society. New insights into how LGBTIQ+ students negotiate, manage and shape their interactions in a higher educational settings are provided, and the implications for tertiary educational institutions, in particular the need to support a diverse LGBTIQ+ community, are discussed. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Preparing law graduates for a globalised world
- Authors: Squelch, Joan , Bentley, Duncan
- Date: 2017
- Type: Text , Journal article
- Relation: Law Teacher Vol. 51, no. 1 (2017), p. 2-16
- Full Text: false
- Reviewed:
- Description: In this article it is argued that law graduates need to be prepared for working in a global legal context. Whether working in global law firms or small, local non-global law firms, law graduates need to have the knowledge, skills and attributes that will better equip them to work within and across multiple, international legal jurisdictions. The purpose of the article is twofold: first, to report on and disseminate research on a collaborative project on internationalising the Australian law curriculum aimed at preparing law graduates for global legal practice, of which the authors were the lead researchers; and second, to discuss and demonstrate the practical application of the proposed curriculum framework to the teaching of Constitutional Law. © 2015 The Association of Law Teachers.
Students’ conceptions of learning in the context of an accounting degree
- Authors: Abhayawansa, Subhash , Bowden, Mark , Pillay, Soma
- Date: 2017
- Type: Text , Journal article
- Relation: Accounting Education Vol. 26, no. 3 (2017), p. 213-241
- Full Text: false
- Reviewed:
- Description: Students' conceptions of learning (CoL) play an important role in the learning process leading to the development of generic skills. This paper investigates whether CoL of accounting students can be developed by incorporating high-level cognitive skills progressively within the accounting curriculum. First, the study explored, using phenomenography, the variation in accounting students' CoL. The findings highlighted some nuances in accountings students' CoL and that lower-order CoL were prevalent among accounting students. However, more (less) third-year students than second-year students adopted higher- (lower-) order CoL. Upon examining the learning objectives, teaching methods and assessment of all units comprising the accounting major of the host university, evidence was found that CoL are progressively developed and shaped, albeit in a limited way, based on the levels of cognitive domain emphasised within the curriculum. The findings highlight the need for accounting educators to take a whole of the programme approach to developing higher-order CoL. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Early changes in Achilles tendon behaviour in vivo following downhill backwards walking
- Authors: Joseph, Corey , Bradshaw, Elizabeth , Furness, Trentham , Kemp, Justin , Clark, Ross
- Date: 2016
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 34, no. 13 (Jul 2016), p. 1215-1221
- Full Text: false
- Reviewed:
- Description: Downhill backwards walking causes repeated, cyclical loading of the muscle-tendon unit. The effect this type of repeated loading has on the mechanical behaviour of the Achilles tendon is presently unknown. This study aimed to investigate the biomechanical response of the Achilles tendon aponeurosis complex following a downhill backwards walking protocol. Twenty active males (age: 22.3 +/- 3.0years; mass: 74.7 +/- 5.6kg; height: 1.8 +/- 0.7m) performed 60min of downhill (8.5 degrees), backwards walking on a treadmill at -0.67m center dot s(-1). Data were collected before, immediately post, and 24-, 48- and 168-h post-downhill backwards walking. Achilles tendon aponeurosis elongation, strain and stiffness were measured using ultrasonography. Muscle force decreased immediately post-downhill backward walking (P=0.019). There were increases in Achilles tendon aponeurosis stiffness at 24-h post-downhill backward walking (307 +/- 179.6N center dot mm(-1), P=0.004), and decreases in Achilles tendon aponeurosis strain during maximum voluntary contraction at 24 (3.8 +/- 1.7%, P=0.008) and 48h (3.9 +/- 1.8%, P=0.002) post. Repeated cyclical loading of downhill backwards walking affects the behaviour of the muscle-tendon unit, most likely by altering muscle compliance, and these changes result in tendon stiffness increases.
Australian Rural Accountants views on how locally provided CPD compares with City-based provision
- Authors: Halabi, Abdel
- Date: 2015
- Type: Text , Journal article
- Relation: Accounting Education Vol. 24, no. 6. Special Issue: RMIT Accounting Educators' Conference 2014 (2015), p. 539-554
- Full Text:
- Reviewed:
- Description: This paper analyses Australian rural accountant's attitudes and levels of satisfaction with continuing professional development (CPD), based on whether the CPD was delivered by a professional accounting body in a rural or metropolitan area. The paper responds to prior research that finds rural accountants are dissatisfied with professional accounting bodies [Rural and regional Australian public accounting firm services: Service provision, concerns and tensions. Australian Accounting Review, 23(23), 163–176]. Findings of a survey to which 156 rural accountants responded were that when CPD is delivered into the rural areas, there are greater levels of CPD satisfaction. The study also found that cost was significantly better for rural-delivered CPD and that when more rural-based CPD was attended differences became more significant across a number of satisfaction measures. The findings have important implications for both rural accountants and professional accounting bodies. © 2015 Taylor & Francis.
Epidemiology of hospital-treated injuries sustained by fitness participants
- Authors: Gray, Shannon , Finch, Caroline
- Date: 2015
- Type: Text , Journal article
- Relation: Research Quarterly for Exercise and Sport Vol. 86, no. 1 (2015), p. 81-87
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text: false
- Reviewed:
- Description: Purpose: The purpose of this study was to provide an epidemiological profile of injuries sustained by participants in fitness activities in Victoria, Australia, based on hospital admissions and emergency department (ED) presentations and to identify the most common types, causes, and sites of these injuries. Method: Hospital-treated fitness activity-related injury cases were identified from International Classification of Disease activity codes (for admissions) and from text narratives of injury events (for ED presentations) from 2003 to 2010, inclusive. Cases were categorized as being associated with aerobics/group exercise (n = 252), resistance/weight training (n = 830) or "other equipment" (motorized and general gym equipment; n = 1,156). Participation information was taken from the Exercise, Recreation and Sport Survey. Results: Overall, 2,238 cases were identified and 11.6% of all patients with ED presentations were subsequently hospitalized. Those participants with aerobics cases were generally female (76.6%) and aged 25 to 34 years old (35.3%), with injuries to the lower limbs (59.1%) and due to falls (57.9%). Resistance-training injuries increased significantly during the 8-year period (by 215.7%; 95% CI [133.5, 326.9]) and generally occurred in male participants (78.0%), in people aged 15 to 24 years old (36.4%), and with injuries to the upper limbs (45.1%) caused by being hit, struck, or crushed by weights or fellow exercisers (71.4%). The "other equipment" cases were equally distributed by gender; they occurred most commonly in people aged 15 to 24 years old (27.8%), with injuries to the lower limbs (41.5%) and due to falls (57.6%). Across all categories, dislocations, sprains, and strains were the most common injury types. Conclusions: Fitness activity-related injury prevention strategies should be targeted at different subgroups according to the type of fitness activity being undertaken.
- Description: Purpose: The purpose of this study was to provide an epidemiological profile of injuries sustained by participants in fitness activities in Victoria, Australia, based on hospital admissions and emergency department (ED) presentations and to identify the most common types, causes, and sites of these injuries. Method: Hospital-treated fitness activity-related injury cases were identified from International Classification of Disease activity codes (for admissions) and from text narratives of injury events (for ED presentations) from 2003 to 2010, inclusive. Cases were categorized as being associated with aerobics/group exercise (n = 252), resistance/weight training (n = 830) or “other equipment†(motorized and general gym equipment; n = 1,156). Participation information was taken from the Exercise, Recreation and Sport Survey. Results: Overall, 2,238 cases were identified and 11.6% of all patients with ED presentations were subsequently hospitalized. Those participants with aerobics cases were generally female (76.6%) and aged 25 to 34 years old (35.3%), with injuries to the lower limbs (59.1%) and due to falls (57.9%). Resistance-training injuries increased significantly during the 8-year period (by 215.7%; 95% CI [133.5, 326.9]) and generally occurred in male participants (78.0%), in people aged 15 to 24 years old (36.4%), and with injuries to the upper limbs (45.1%) caused by being hit, struck, or crushed by weights or fellow exercisers (71.4%). The “other equipment†cases were equally distributed by gender; they occurred most commonly in people aged 15 to 24 years old (27.8%), with injuries to the lower limbs (41.5%) and due to falls (57.6%). Across all categories, dislocations, sprains, and strains were the most common injury types. Conclusions: Fitness activity-related injury prevention strategies should be targeted at different subgroups according to the type of fitness activity being undertaken.
Mushin : learning in technique-intensive sports as a process of uniting mind and body through complex learning theory
- Authors: Light, Richard , Kentel, Jeanne
- Date: 2015
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 20, no. 4 (2015), p. 381-396
- Full Text: false
- Reviewed:
- Description: Background: Interest in the use of learning theory to inform sport and physical-education pedagogy over the past decade beyond games and team sports has been limited. Purpose: Following on from recent interest within the literature in Eastern philosophic traditions, this article draws on the Japanese concept of mushin and complex learning theory (CLT) to propose a CLT-informed pedagogy for coaching the 'technique-intensive' sports of track running and swimming. Method: This article grounds theoretical discussion about learning in specific examples of practice to establish a dialectic relationship between theory and practice. The suggestions we make draw on first hand teaching/coaching experiences and CLT as a broad theoretical framework within which we draw on Eastern concepts of learning expressed in the Japanese concept of mushin as a state in which mind and body are united. Conclusion: The pedagogy we suggest challenges a dualistic view of theory and teaching and the mind/body binary that has long dominated physical education teaching and sport coaching. It offers a means of recognizing and accounting for the body in learning and of offering positive pedagogy for teaching technique-intensive sports. © 2013 Association for Physical Education.
Sustainability education : Researching practice in primary schools
- Authors: Green, Monica , Somerville, Margaret
- Date: 2015
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 21, no. 6 (2015), p. 832-845
- Full Text: false
- Reviewed:
- Description: Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. © 2014 Taylor & Francis.
Assessment of decision-making performance and in-game physical exertion of Australian football umpires
- Authors: Larkin, Paul , O'Brien, Brendan , Mesagno, Christopher , Berry, Jason , Harvey, Jack , Spittle, Michael
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 32, no. 15 (2014), p. 1446-1453
- Full Text: false
- Reviewed:
- Description: The aim of this study is to investigate the effects of in-game physical exertion on decision-making performance of Australian football umpires. Fifteen Australian football umpires (Mage = 36, s = 13.5 years; Mgames umpired = 235.2, s = 151.3) volunteered to participate in the study. During five competitive Australian football pre-season games, measures of in-game physical exertion (blood lactate levels, global positioning system [GPS]) and decision-making performance (video-based test) were obtained. There were no significant correlations between physical exertion in a particular quarter and decision-making performance in either the same quarter or any other quarter. Video-based decision-making performance was effected by time in game χ2(3) = 24.24, P = 0.001, with Quarter 4 performance significantly better than both Quarter 2 and Quarter 3. In-game physical exertion (blood lactate) significantly decreased over the course of the game χ2(3) = 11.58, P = 0.009. Results indicate no definable link between in-game physical exertion and decision-making performance. It is, however, presumed that decision-making performance may be affected by the time or context of the game. Future research is warranted to explore the relationship between physical exertion and decision-making performance to potentially inform Australian football umpire training programmes that replicate in-game physical and decision-making demands.
Reframing primary curriculum through concepts of place
- Authors: Power, Kerith , Green, Monica
- Date: 2014
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 42, no. 2 (2014), p. 105-118
- Full Text: false
- Reviewed:
- Description: Australian curricula name "sustainability" as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers' pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study "beyond the classroom" to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville's three "enabling place pedagogy" categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. © 2014 © 2014 Australian Teacher Education Association.
Game sense: Pedagogy for performance, participation and enjoyment
- Authors: Light, Richard
- Date: 2013
- Type: Text , Book
- Full Text: false
- Reviewed:
- Description: Game Sense is an exciting and innovative approach to coaching and physical education that places the game at the heart of the session. It encourages the player to develop skills in a realistic context, to become more tactically aware, to make better decisions and to have more fun. Game Sense is a comprehensive, research-informed introduction to the Game Sense approach that defines and explores key concepts and essential pedagogical theory, and that offers an extensive series of practical examples and plans for using Game Sense in real teaching and coaching situations