A Case Study of Disengaged Adolescent Girls' Experiences with Teaching Games for Understanding in Physical Education

Autor/inn/en	Bracco, Elizabeth; Lodewyk, Ken; Morrison, Hayley
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01