Chapter 5: Learning and Teaching Invasion-Game Tactics in 4th Grade: Introduction and Theoretical Perspective

Rovegno, Inez; Nevett, Michael E.; Babiarz, Matthew

doi:10.1123/jtpe.20.4.341

Cited by 60 publications

(56 citation statements)

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“…By using an approach that includes curriculum documents, pre-and post-lesson teacher interviews, videorecorded PE-lessons, and didactic moments interviews with teachers and students, we can get closer to these complex processes and thus explore the different aspects of the didactic system in the processes taking place in the gym. We can consequently get an additional understanding of what and how students learn in school during PE that involves an amalgamation of an explicit learning theory with robust methods (see Amade-Escot and O'Sullivan, 2007;Chen and Ennis, 2004;Deglau and O'Sullivan, 2006;Dyson et al, 2010;Kirk and Macdonald, 1998;Light, 2011;Rovegno et al, 2001;Verscheure and Amade-Escot, 2007;Ward and Lee, 2005). …”

Section: Working With the Datamentioning

confidence: 99%

“…These approaches are based on behaviourist, constructivist, ecological, situated, or didactic perspectives (see Amade-Escot, 2006;Barker et al, 2013;Chen and Ennis, 2004;Deglau and O'Sullivan, 2006;Dyson et al, 2010;Kirk and Macdonald, 1998;Light, 2011;Rovegno, 2006;Rovegno and Dolly, 2006;Rovegno et al, 2001;Wallian and Chang, 2006;Ward and Lee, 2005). This research reveals that learning in PE can be understood in different ways.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, in this article, learning is advanced as an ongoing relation between teachers, students and the cultural/institutional prerequisites of the learning situation (Amade-Escot, 2006;Rovegno et al, 2001;Verscheure and Amade-Escot, 2007). A central element in our methodological strategy is the decisive aspect of the content of the teaching that is important for the students' understanding and learning in ongoing PE practice.…”

Section: Introductionmentioning

confidence: 99%

“…This research examines the relation between the three dimensions and mainly focuses on pedagogical models like TGfU or sport education using video-recorded lessons, diaries and interviews with teachers and students (see e.g. Kirk and MacPhail, 2002;MacPhail et al, 2008;Rovegno et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

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What did they learn in school today? A method for exploring aspects of learning in physical education

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This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.

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Section: Working With the Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

What did they learn in school today? A method for exploring aspects of learning in physical education

Quennerstedt

Annerstedt

Barker

et al. 2014

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…The relational properties created by games rules and young games players have been captured in research using GCAs. For example, Rovegno, Nevett, and Babiarz (2001), stressed the importance of situating learning in the game, not only to learn off-the-ball movement skills, but also to learn the tactics that go alongside skills such as throwing and catching. Rovegno and colleagues highlighted the interdependence of motor skill execution and decision-making as well as the relational character of games.…”

Section: Ecological Dynamics Nonlinear Pedagogy and The Constraint-lmentioning

confidence: 99%

A Constraint-Led Approach to Coaching and Teaching Games: Can going back to the future solve the «they need the basics before they can play a game» argument?

Renshaw

Moy

2018

AGORA EFyD

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Despite the continued popularity of Games Centred Approaches with tertiary level academics, the take-up by practitioners has been limited. In a recent survey of entry level HPE students undertaken at our university, 95% reported that they had received a predominantly traditional experience in school physical education lessons. This finding is in line with a common response when we engage with practitioners who strongly advocate the need for games players to learn the basics before they can play a game. In this paper we will present concepts and practical exemplars demonstrating a Constraint-Led Approach (CLA) to games teaching and coaching. We will show that adopting a CLA has the potential to provide practitioners with the tools to address this significant barrier and potentially enhance the adoption of games-based approaches. We will argue that the technique-tactics dichotomy is a redundant framework as the intentions and actions of learners is a function of their current action capabilities. However, we will also propose that games-based practitioners need to develop pedagogical practices that initially develop intra-individual-environment co-ordination before moving onto a more traditional focus on inter-individual-environment co-ordination (i.e., how teams organise to solve games-based problems). A key focus will be on the need to consider the mutuality of the individual and the environment and how backyard games allied to CLA methods can help practitioners design better games based programmes that will meet the needs of all games players irrespective of age or ability level.

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Making Standard for Ball Games in Physical Education (PE)

Okade

2011

Bildung Im Sport

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Chapter 5: Learning and Teaching Invasion-Game Tactics in 4th Grade: Introduction and Theoretical Perspective

Cited by 60 publications

References 0 publications

What did they learn in school today? A method for exploring aspects of learning in physical education

What did they learn in school today? A method for exploring aspects of learning in physical education

A Constraint-Led Approach to Coaching and Teaching Games: Can going back to the future solve the «they need the basics before they can play a game» argument?

Making Standard for Ball Games in Physical Education (PE)

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