Teaching Games and Sport for Understanding

Cover
Half Title
Endorsements
Title Page
Copyright Page
Contents
Figures
Tables
Contributors
Introduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now
	A brief history of Game-Based Approaches (GBAs)
	Growth and consolidation of GBAs
		Formation of the TGfU Special Interest Group (TGfU SIG)
	About the chapters
	Final thoughts
	References
1. TGfU: A Model for the Teaching of Games with a Changed Focus in Games Teaching - A Commentary
	The model
	The curriculum model: A framework for a games education from ages 5-16
	Commentary: Sarah Doolittle
		It's about the students
		Teacher/Curriculum development
		In-service teachers and research
	Commentary: Rick Baldock
	Conclusion
	References
Section I: Global Developments Influenced by Teaching Games for Understanding
2. The Tactical Games Model and Game Performance Assessment
	Tactical Games Model (TGM): Building the schema
	Rationale for a TGM
		Interest and excitement
		Knowledge as empowerment
		Transfer of understanding and performance
	Game frameworks
		Levels of tactical complexity
		Tactical model for games teaching and lesson format
		Questions and critical conditions
	The following example illustrates the lesson flow
		Planning format for tactical games lessons
	TGM as games curriculum
	Authentic assessment: The game performance assessment instrument
	Final thoughts
	References
3. Learning to Teach Game Sense: A Bottom-Up Approach
	The idea of game-based teaching and coaching
	TGfU and game sense
	The development of game sense
	A bottom-up approach
		A holistic approach
		A humanistic approach
	Conclusion
	References
4. Immersive Scenario-Based Coaching Narratives: A Philosophical Dialogue
	Scene 1: Something's missing
	Scene 2: Being there
	Scene 3: The buzzer beater
	Scene 4: Facing into it
	Notes
	References
5. Game Insight: A Game-Based Approach with Emphasis on Acknowledging and Addressing Differences between Players' Abilities
	Determine learning intentions and success criteria
	Optimise engagement and appreciation
	Optimise the development of tactical skills
	Optimise the development of technical skills
	Apply skills in a (more) complex game form
	Assess learning progress and learning outcomes
	Create a motivating learning climate
	Conclusion
	References
6. Play with Purpose: Teaching Games and Sport for Understanding as Explicit Teaching
	Play with purpose: A shift in thinking about learning
	Play with purpose
		Developing players understanding by design - play with purpose
			Understanding by design
			Play with purpose - explicit teaching and deliberate practice
	Conclusion
	References
Section II: Research Perspectives
7. Games Based Approach as a Constructivist Model of Games Teaching
	Constructivist learning theory
		Social constructivism and GBA
	The Tactical-Decision Learning Model (T-DLM)
		Game play
		Game play observation and peer assessment
		Debate of Ideas (DoI)
		Action plans
	Chapter takeaways
	References
8. The Tactical versus Technical Paradigm: Scholarship on Teaching Games with a 'Catch-22'
	Empirical investigation
		Technique outcomes
		Knowledge development
		Game performance
	Rationale for enigmatic findings
	A comparative 'catch-22'
	Know-how (and why) for TGfU
	Conclusion
	References
9. Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles
	Discovery teaching styles
	An example of a GBA considered as a spectrum of teaching styles
	Discussion: TGfU as a spectrum of teaching styles
	Conclusion
	References
10. A Constraints-Led Approach as a Theoretical Model for TGfU
	Understanding the development of movement behaviours through ecological dynamics
	TGfU is not CLA: Differences between TGfU and CLA
		Misconceptions
	Support for TGfU: Some ideas from ecological dynamics though CLA
	An exemplar of a CLA informed TGfU game for junior cricket
		The singles game
	Conclusion
	References
11. Positive Pedagogy for Sport Coaching: A Game Changer?
	The rationale
	The development of PPed
	Making it positive
	The features of PPed
		Designs an engaging physical activity/learning experience
		Adopts an inquiry-based approach to learning
		Uses questioning to stimulate thinking and dialogue instead of instructing directly.
	Applying PPed
	Concluding thoughts
	References
12. Teaching Games for Understanding and Athlete-Centred Coaching
	Game-based approach research and practice related to coaching and player development
	Athlete-centred coaching
	The possibilities and challenges of implementing an athlete-centred approach
	Conclusion
	References
13. Using Global Lesson Study to Promote Understanding of Game-Based Approaches
	What is lesson study?
	Structure of physical education Global Lesson Study
	Lessons learned from Global Lesson Study
	Final thoughts
	References
14. Game-Based Approach and Teacher Reflective Practice
	The anatomy of teacher reflection
	The complexity of teachers' reflection within games education
	Reflection as professional habit within GBAs
		Reflection on
		Reflection with
		Reflection from
		Reflection in
	Final thoughts
	References
15. Game Balance Analysis: A Pedagogical Approach for Designing Rich Learning Environments
	Defining the shape of gameplay in terms of complexity
	Game balance analysis
	Designing the shape of gameplay
		Gameplay types
		Designing the game towards a rich learning environment
	Aim for continuous balance shifts
	From quantitative to qualitative analysis
		Game design for exaggeration
	Game balance for scholars
	References
Section III: Future Directions
16. Promoting Justice, Equity, Diversity and Inclusion (JEDI) through Game-Based Approach (GBA) in Physical Education
	Addressing democracy and social justice during Game-Based Approach
		Hackman's five essential components of social justice education
			Lens 1: Content mastery
			Lens 2: Tools for critical analysis
			Lens 3: Tools for social change
			Lens 4: Tools for personal reflection
			Lens 5: Multicultural group dynamics
	What does the GBA and JEDI lesson look like? - practical implication
	Conclusion
	References
17. Decolonialising PE Using a GBA
	A cultural interface for games and sport teaching in physical education: An Australian context
	Story sharing
	Learning maps
	Land links
	Non-verbal
	Symbols and images
	Non-linear
	Deconstruct reconstruct
	Community links
	Conclusion
	References
18. Moving from TGfU to 'Game-Based Approach' as the Collective
	GBA as a wealth of ideas born from a common and old concern
		First stage: Identification of the problem
		Second stage: Convergence of ideas in the TGfU model
		Third stage: Wealth of ideas
		Fourth stage: Moving to 'game-based approach' as the collective
	Perspectives on GBA from different countries: A brief summary
		Intranational acceptance and expansion of GBA
		The way a GBA has influenced the practice in different contexts
		Perceived barriers to incorporate a GBA
		Prospects and wishes for developing GBA on both national and global level
	Concluding thoughts and future directions for developing GBA as a collective
		Research
		Pedagogical development
		Dissemination
	Notes
	References
Index