In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators (2017)
This study investigated secondary school physical education teachers’ experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different ways teachers experience what they consider to be a GBA when teaching games. Participants in this study (n=12) taught in schools in either southeast Australia or southeast England and all had previous experience of using a GBA to teach games. With the investigation of teaching experience being the fundamental focus of this study a phenomenographic research framework was chosen to explore a primary research question that inherently focused upon GBA experience interpretation and meaning (with “meaning” being defined in this study as the idea or worth of experience). An analysis of findings indicated three conceptions of awareness detailing the collective meaning of participants’ GBA teaching experience; that being as a Learner, a Collaborator, and/or a Catalyst. Implications for physical education teacher education (PETE) programmes and recommendations from findings are offered for physical education teacher educators.
CitationLight RL, Jarrett KL (2017). In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators. International Journal of Sport, Health and Physical Education. 4(2). 73-81.
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KeywordsPhysical education; Teacher education; Sport pedagogy; Game based approaches
ANZSRC Fields of Research39 - Education::3901 - Curriculum and pedagogy::390111 - Physical education and development curriculum and pedagogy
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