Document Type
Journal Article
RIS ID
20960
Citation
Wright, Jan and Forrest, Gregory J., 2007, A social semiotic analysis of knowledge construction and games centred approaches to teaching, Physical Education and Sport Pedagogy, 12(3), 273-287.
http://ro.uow.edu.au/era/423
Abstract
Games centred approaches (GCA) such as TGfU, Game Sense, and Tactical Games are widely promoted as alternatives to traditional forms of teaching games within physical education. These approaches are promoted on the basis of their capacity to engage students in meaningful and enjoyable physical activity and to promote problem-solving and decision-making. There is now a growing body of empirical research investigating the outcomes of such approaches in terms of tactical knowledge, enjoyment and motivation to play games, and a considerable theoretical literature that explains and develops models of practice. Questioning is promoted as a key learning strategy in negotiating tactical understandings and assisting students in decision making. Examples of questioning sequences are frequently modelled in papers explaining how to teach games centred approaches. While there are considerable examples of how to teach games centred approaches there is a notable absence of research that investigates such approaches in the practice of actual lessons.