Promoting Perseverance and Challenge in Physical Education: The Missing Ingredient for Improved Games Teaching

Autor/inn/en	Sproule, John; Ollis, Stewart; Gray, Shirley; Thorburn, Malcolm; Allison, Pete; Horton, Peter
Titel	Promoting Perseverance and Challenge in Physical Education: The Missing Ingredient for Improved Games Teaching
Quelle	In: Sport, Education and Society, 16 (2011) 5, S.665-684 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2011.601149
Schlagwörter	Constructivism (Learning); Physical Education; Educational Objectives; Persistence; Learning Experience; Student Attitudes; Game Theory; Teaching Methods; Task Analysis; Student Experience; Academic Persistence; Models; Metacognition + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Educational objective; Bildungsziel; Erziehungsziel; Ausdauer; Lernerfahrung; Schülerverhalten; Spieltheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Studienerfahrung; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10