"How Does TGfU Work?": Examining the Relationship between Learning Design in TGfU and a Nonlinear Pedagogy

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Autor/inn/en	Tan, Clara Wee Keat; Chow, Jia Yi; Davids, Keith
Titel	"How Does TGfU Work?": Examining the Relationship between Learning Design in TGfU and a Nonlinear Pedagogy
Quelle	In: Physical Education and Sport Pedagogy, 17 (2012) 4, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2011.582486
Schlagwörter	Evidence; Physical Education; Researchers; Correlation; Problem Solving; Critical Thinking; Teaching Methods; Games; Constructivism (Learning); Athletics; Physical Education Teachers; Perceptual Motor Learning; Educational Principles; Psychomotor Skills + Suchen Sie Ihr Suchwort? Evidenz; Körpererziehung; Sportunterricht; Researcher; Forscher; Korrelation; Problemlösen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Game; Spiel; Spiele; Leichtathletik; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Bildungsprinzip; Psychomotorische Aktivität
Abstract	Background: In the last few decades, conceptions about teaching and learning in physical education have evolved from a teacher-centred approach to a more student-centred approach where learners are encouraged to develop problem-solving skills, critical thinking and autonomy of thought. A popular model advocating this approach in physical education, Teaching Games for Understanding (TGfU), has attracted widespread attention. Although advocates of TGfU have provided some empirical and anecdotal evidence to support the "tactical over technical approach" to games teaching, recent work has highlighted that to date, the question "Does TGfU work?" has remained largely unanswered. Therefore, there is a need to research the intuitive assumptions about how students learn to play games and to understand how the TGfU approach might work for games teaching and learning. Purpose: The purpose of this paper is to provide insights to further our understanding of the possible processes underpinning the pedagogical principles of TGfU in games teaching. In this regard, we outline how a Nonlinear Pedagogy approach could provide a theoretical rationale to explain how the principles of TGfU might support learning design for games teaching. To achieve this aim, we examined the viability of the four key pedagogical principles of the TGfU model and highlighted the theoretical and practical implications of Nonlinear Pedagogy, considered with some empirical evidence from the motor learning literature. Findings: The theoretical ideas emanating from an ecological dynamics perspective, such as constraints manipulation, importance of maintaining information-movement coupling and harnessing movement variability, can underpin a Nonlinear Pedagogy approach. It has been proposed that research evidence from the motor learning literature can provide a suitable theoretical grounding to support the viability of the four main pedagogical principles of the TGfU model (i.e., sampling, tactical complexity, representation and exaggeration) and can contribute insights to the possible processes of TGfU in games teaching. Summary: A Nonlinear Pedagogy approach has the potential to provide researchers and physical educators with an understanding of the theoretical and practical work on TGfU, in association with its pedagogical principles. Understanding the underlying processes linked to the key pedagogical principles in learning design is critical for addressing pedagogy and curriculum concerns in physical education to enhance student learning. The ideas raised in this paper provided some rationale for the efficacy of the model, and also a platform for researchers and practitioners to more effectively engage students using the TGfU model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10