Literaturnachweis - Detailanzeige
Autor/inn/en | Bracco, Elizabeth; Lodewyk, Ken; Morrison, Hayley |
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Titel | A Case Study of Disengaged Adolescent Girls' Experiences with Teaching Games for Understanding in Physical Education |
Quelle | In: Curriculum Studies in Health and Physical Education, 10 (2019) 3, S.207-225 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lodewyk, Ken) ORCID (Morrison, Hayley) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2574-2981 |
DOI | 10.1080/25742981.2019.1632724 |
Schlagwörter | Case Studies; Females; Educational Experience; Physical Education; Student Attitudes; Teaching Methods; Educational Games; Units of Study; Learning Motivation; Student Participation; Educational Benefits; Learner Engagement; Student Centered Learning; High School Students; Grade 9; Catholic Schools; Foreign Countries; Canada Case study; Fallstudie; Case Study; Weibliches Geschlecht; Bildungserfahrung; Körpererziehung; Sportunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Lerneinheit; Motivation for studies; Lernmotivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsertrag; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Katholische Schule; Ausland; Kanada |
Abstract | This case study served to investigate six adolescent girls', who were identified as disengaged in physical education (PE), feelings about their experiences in a Teaching Games for Understanding (TGfU) unit and how TGfU might support their engagement in PE. A two-week (6-lesson) TGfU territorial games unit was taught by a guest instructor. Data were collected from observational field notes, focus group interviews (pre-and post-unit), and individual interviews (post-unit). The whole child approach -- understanding the physical, cognitive, and affective domains of learning and experience -- was used to better understand the participants' experiences. Students experienced heightened participation and effort, learning, affect, and motivation in the TGfU-games unit. TGfU was beneficial due to its student and game-centred nature; however, students also had some reservations (time and sport choices). Ultimately, TGfU can support girls' engagement in PE, captivating them and encouraging them to elevate their participation in a holistic way. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |