(100 words for teachers)Games centred approaches (GCA) such as TGfU, Game Sense, Tactical Games are widely promoted as alternatives to traditional forms of teaching games within physical education. Despite a growing body of empirical research and a considerable theoretical literature, there are no analyses in the GCA literature, of interactions in actual lessons. In this paper we argue that social semiotics provides the tools for such an analysis. We give an example of how such an approach might be used by analysing questioning, as exemplified in the GCA literature and teacher resources, for the ways it constructs knowledge and interpersonal relations. We argue that the claims for a student-centred approach and mutual construction of knowledge are demonstrated in these examples. 3A social semiotic analysis of knowledge construction as modelled in the games centred approach literature Abstract Background: Games centred approaches (GCA) such as TGfU, Game Sense, Tactical

Background: Game-centred approaches (GCA) have been promoted as a more meaningful way to teach games and sports due to their connections with constructivist learning principles. However, the implementation is dependant on the teacher implementing it rather than just the model. There has been little research into what it means to use a GCA well and make judgements in relation to this. Purpose: The paper will focus on presenting the conceptualisation and development of the GCA assessment tool and demonstrating its use in action. Participants: The participants are third-year students in their fourth of five practical studies' courses in games and sports. Data collection: Data were collected during GCA lessons for fellow students in net court category. The exchanges were recorded on an iPod and categorised into 'Emerging', 'Developing' and 'Developed' levels of use, based on aligning key characteristics of GCAs with principles evident in constructivist learning environments. Intervention: Physical education teacher educator (PETE) undergraduates were required to teach a mini lesson using a GCA in the fourth of five practical studies' courses and assessed using a systematic assessment tool that allowed judgements to be made in relation to levels of use. Research design: To understand how GCAs vary in use, an ethnomethodological approach was used. This allowed the author to demonstrate how the Scaffold was developed and used in practice. Data analysis: The data were analysed by the GCA Assessment Scaffold and used to show how this systematic assessment of GCA features and constructivist learning principles can be used in practice. Findings: The study examines the development and practical application of the GCA Assessment Scaffold in practice. It demonstrates that GCA lessons are reliant on the teacher using the model, not just the model and shows that lessons that have all of the features of GCA can either produce high quality-learning outcomes or shallow, depending on the teacher. Conclusion: The paper aims to begin a conversation on both how to assess GCA and how a further development of this tool can improve teaching practices in GCA and other constructivist teaching strategies. Introduction and backgroundIntroduction Games and sport have dominated most secondary physical education programmes, taking up to 65% of curriculum time (Turner 2005). Traditionally, a 'movement skill first approach', which focuses on the development of movement skills as a precursor to other elements of play, has been used. A number of issues related to student learning have been raised with this approach, including low levels of student engagement, low transferability of knowledge and a lack of understanding of the game itself (Gréhaigne, Richard, and Griffin 2005).It is not surprising then that over the recent years, there has been considerable debate and interest in methods of teaching and learning games and sport in physical education. From this interest, a number of alternative teaching approaches have been promoted in the area, under...

The purpose of this paper is to describe, analyse and discuss the statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of movement courses. Drawing on Shulman's perspective of CK, this paper builds on qualitative analysis of in-depth interviews with nine teacher educators from a total of seven PETE universities in New South Wales as well as written unit outlines including assignments from these PETE universities. The main results from the study show that among the participants, movement CK is conceptualised as physical movement performance. This conceptualisation limits the value placed on movement CK in the assessment of PETE students. Further, movement courses are often assessed using written assignments rather than practiceoriented assignments. The findings have been analysed and discussed in relation to Shulman-inspired concepts of CK and pedagogical content knowledge (PCK), as well as in relation to epistemological perspectives in PETE.

Background: The move for educational reform to improve student outcomes and learning has been the subject of ongoing debate over the last 15 years in Australia and internationally. In Australia, Game Centred Approaches (GCA) such as Game Sense have been positioned by advocates as having the capacity to achieve these characteristics in physical education. However, despite some 15 years of exposure to, and professional development in, GCA in Australia, there has been very little change in teaching practices in games and sports. Purpose: The paper will focus on physical education teacher education (PETE) undergraduates' attitudes to games and sports and analyse key issues related to their understandings relating to the use of a GCA. Participants: The participants were second and third year PETE undergraduates during their practical studies courses in Games and Sports. Data collection: Data was collected from PETE undergraduates over a three-year period. The exchanges used in this paper were from recordings of consultations, interactions in tutorials and in assessment presentations. They were supported by the first author's own observations on students' understandings of the GCA during and following tutorials. Intervention: PETE students were involved in four practical studies courses in games and sports with the first author using a GCA approach. Required readings and journal articles on GCA were used to support course content. Research design: To understand the students' understandings of games and sports using a GCA and the qualitative nature of inquiry, an ethnomethodological approach was used. Data analysis: The analysis of the data based on Lemke's theory of social semiotics was conducted to develop an understanding of what using a GCA meant to the students in action (the events in which the meanings are used) and in context (how the meaning is demonstrated when connected to an event). Findings: The findings of this paper were threefold. Firstly, the influence of traditional approaches to games and sports in the physical education and sporting backgrounds of the PETE students is a very powerful force in determining how games and sports should be taught and understood. Secondly, the students' capacity to productively and consistently use a GCA to create these learning environments is contingent on the depth of their content knowledge and pedagogical knowledge. Thirdly, there is a considerable emotional cost to the students when challenging their embodied investments in a traditional sports model. Conclusion: Understanding and developing sustainability to use a GCA requires more than simply exposing students to the approach. If GCAs are to be used appropriately to enhance the quality of teaching and student learning and create the environments advocates believe are possible, then how we teach PETE students to teach games and

No abstract