Positive pedagogy for physical education and sport : Game Sense as an example
- Authors: Light, Richard
- Date: 2014
- Type: Text , Book chapter
- Relation: Contemporary developments in games teaching Chapter 2 p. 29-42
- Full Text: false
- Reviewed:
- Description: Student-centred, inquiry-based approaches to teaching games are effective for improving game playing ability, increasing student motivation and providing positive affective experiences of learning (see, for example, Kirk 2005; Mitchell, Oslin and Griffin 1995; Pope 2005). Consistent with social contructivist theories of learning (see, for example, Fosnot 1996; Gréhaigne, Richard and Griffin 2005; Wallian and Chang 2007), the central role that dialogue, reflection and purposeful social interaction play in facilitating learning in these approaches can promote deep understanding (Light, Curry and Mooney in press) and make learning meaningful. Through these experiences students/players/athletes not only learn the content of the lesson or practice session but also learn how to learn and develop a positive inclination towards learning. The modes of learning employed in Game Sense and other game-based approaches (GBA) can generate positive intellectual and affective experiences of learning that foster an enjoyment of learning, confidence in the learners' ability and inclination to learn as they develop into independent learners: not just in sport and physical education but also in most areas of life.
The influence of school context on the implementation of TGfU across a secondary school physical education department
- Authors: Curry, Christina , Light, Richard
- Date: 2014
- Type: Text , Book chapter
- Relation: Contemporary developments in games teaching Chapter 8 p. 118-132
- Full Text: false
- Reviewed:
- Description: Over the past decade Teaching Games for Understanding (TGfU) has enjoyed a sustained revival of interst from researchers and practitioners across the globe that is strong enough to be described as a 'movement' (see, for example, Light 2005). Along with other game-based approaches (GBA) it has come to form one of the more prominent areas of research interest in physical education with a well-attended series of international conferences on TGfU established from2001, and with the most recent one held in TGfU's 'birthplace' at Loughborough University in the UK in July 2002. Research consistently confirms the effectiveness of this approach to teaching in terms of developing better games players, generating positive affective experiences of learning and promoting a range of positive social, moral and personal learning (see, for example, Butler and Griffin 2010; Holt, Ward and Wallhead 2007; Light 2013 and Chapter 6 by Jarrett and Harvey). Despite these positive developments, the uptake of TGfU and other game-based approaches (GBA) by physical education teachers across the globe remains limited. Even in Singapore, where a variation of TGfU, the games concept approach (GCA), was mandated by the Ministry of Education, a sustained body of research conducted over the past decade suggests that it is yet to make a significant impact upon practice (see Chapter 3 by Fry and McNeill).