Teaching Games for Understanding: an inclusive teaching model.

Autor/inn/en	Jones, Ruan; Cope, Ed
Titel	Teaching Games for Understanding: an inclusive teaching model.
Quelle	Aus: Hardman, Ken (Hrsg.); Green, Ken (Hrsg.): Contemporary issues in physical education. International perspectives. Maidenhead: Meyer & Meyer Sport (2011) S. 122-141 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-84126-312-0
Schlagwörter	Ganzheitlichkeit; Freude; Geistige Entwicklung; Psychomotorische Entwicklung; Soziale Entwicklung; Didaktik; Schülerorientierter Unterricht; Curriculum; Unterrichtsgestaltung; Unterrichtsmodell; Sportpädagogik; Sportspiel; Sportunterricht
Abstract	Notwithstanding the advent of the revised National Curriculum for Physical Education (NCPE) and its student-centric heart, recent studies continue to illustrate the predominance of motor competence and skill acquisition in PE - particularly through the medium of games. Games, we would argue, will continue to hold court over the PE landscape in England, and indeed, more widely within Western cultures (it is a cultural and historical legacy). Nevertheless, there is a responsibility to teach and learn about games within an environment that provides genuine, personal and meaningful movement experiences to young people. Within this chapter, we attempt to offer a perspective, which can foster development of learners' knowledge, skills and understanding within a meaningful context, regardless of the resources, time and funding available. It is not our intention to discuss the effects the "Spending Review" will have on PE in the UK, but rather our purpose is to discuss the potential that teaching games in a manner that is more conducive to the learner, can have on facilitating an enduring quality PE experience. Therefore, the aim of the chapter is to provide an overview of a "Teaching Games for Understanding" approach as an alternative practice in teaching Games. Aus der Einleitung.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4