Description
Book SynopsisThis 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 reflec
Trade Review
"There is a need for a text which (a) brings together the diverse games-based approaches for pre-service physical education teachers, and (b) provides detailed guidance on the nuanced application of a games-based approach within physical education. This text does both."
Dr Phil Kearney, Department of Physical Education & Sport Sciences, University of Limerick, Ireland
"This book offers comprehensive and up-to-date information about Teaching Games for Understanding (TGfU) and other Game-Based Approaches (GBAs) around the world. BOTH physical education teachers and sport coaches can gain a lot of practical information to improve their teaching/coaching and maximize students/players potential in an inclusive and learner-centred environment."
Dr. Kanae Haneishi, Valley City State University, USA
Table of ContentsIntroduction: 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
