A phenomenographical inquiry into experiences of using game based approaches among physical education teachers in England and Australia

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dc.contributor.authorJarrett, Kendall Lattimore
dc.date.accessioned2016-03-23T23:28:24Z
dc.date.available2016-03-23T23:28:24Z
dc.date.issued2016en
dc.description.abstractThis study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (N=12) experiences of teaching games using a Game Based Approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. An elicitation interview technique was used to help understand experience ‘in context’ within a phenomenographic research framework with the purpose being to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator, and/or a Catalyst. An analysis of findings is presented with discussion focusing on the context and meaning of GBA-related teaching experience. Implications for both GBA-related teaching practice and physical education teacher education programmes are presented. A number of recommendations from findings are offered for physical education teachers and teacher educators.en
dc.identifier.urihttp://hdl.handle.net/10092/11932
dc.identifier.urihttp://dx.doi.org/10.26021/9438
dc.languageEnglish
dc.language.isoen
dc.publisherUniversity of Canterburyen
dc.rightsAll Rights Reserveden
dc.rights.urihttps://canterbury.libguides.com/rights/thesesen
dc.titleA phenomenographical inquiry into experiences of using game based approaches among physical education teachers in England and Australiaen
dc.typeTheses / Dissertations
thesis.degree.disciplineEducationen
thesis.degree.grantorUniversity of Canterburyen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen
uc.bibnumber2272243
uc.collegeFaculty of Educationen
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