Complexity Thinking in PE: Game-Centred Approaches, Games as Complex Adaptive Systems, and Ecological Values

Autor/inn/en	Storey, Brian; Butler, Joy
Titel	Complexity Thinking in PE: Game-Centred Approaches, Games as Complex Adaptive Systems, and Ecological Values
Quelle	In: Physical Education and Sport Pedagogy, 18 (2013) 2, S.133-149 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2011.649721
Schlagwörter	Physical Education; Games; Teaching Methods; Motor Development; Feedback (Response); Learning Processes; Physical Education Teachers; Learning Experience; Learner Engagement; Systems Approach; Cooperation; Self Management + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Game; Spiel; Spiele; Teaching method; Lehrmethode; Unterrichtsmethode; Motorische Entwicklung; Learning process; Lernprozess; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lernerfahrung; Systemischer Ansatz; Co-operation; Kooperation; Selbstmanagement
Abstract	Background: This article draws on the literature relating to game-centred approaches (GCAs), such as Teaching Games for Understanding, and dynamical systems views of motor learning to demonstrate a convergence of ideas around games as complex adaptive learning systems. This convergence is organized under the title "complexity thinking" and gives rise to a comprehensive model of game-based learning that addresses theoretical and practitioner considerations relevant to researchers and teachers. Complexity thinking is also partnered with an ecological integration value orientation to reinforce the dominant purposes of game-based learning in physical education. Key concepts: The study of game-based learning from a complexity thinking perspective relies on the foundational alignment of game characteristics with those of complex learning systems. Both complex learning systems and games are (a) comprised of co-dependent agents, (b) self-organizing, (c) open to disturbance, (d) sites of co-emergent learning, (e) open to varying experiences or interpretations of time, and (f) able to evolve their structures in response to feedback. Considering games as learning systems opens the door to consideration of the system being as sustainable and adaptable as it can. Sustainability, adaptation potential, and engagement levels emerge from the "game as learning system" discussion in order to provide insight into the functioning of the game. High levels of engagement and sustainability are the presented goals for teachers working from a complexity thinking perspective. A number of key concepts from systems literature, such as attractors, affordances, attunement, and disturbances, are discussed as identifiable and manipulatable dimensions of game-based learning. Implications for the PE profession: Physical educators are well positioned to notice learning as it emerges and to construct environments that focus learning without forcing learning. Complexity thinking concepts such as flow, coupling, engagement, attractors, affordances, attunement, and disturbance, in combination with the pedagogical principles advocated by GCAs, provide a robust set of analytical and teaching tools. It is to be hoped that a deepening of understanding of how game forms and game play lead to learning during games will improve the quality of learning experiences in games and foster increasing and prolonged engagement by students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10