The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education

Light, Richard; Fawns, Rod

doi:10.1080/17508480109556385

Cited by 27 publications

(13 citation statements)

References 14 publications

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“…Through a tactical approach as a whole, students can learn to put themselves in all positions and develop the proper playing skills in their team in accordance with the rules of the game itself. (6) Activities in the form of tactical approaches can be used as a strategy in learning or training to be planned as a strategy for future game activities [13].…”

Section: B Discussionmentioning

confidence: 99%

Tactical Approach for Developing Students’ Understanding in Football Learning

Sucipto¹,

Rohmah²,

Gumil³

et al. 2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

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this study aims to examine the application of tactical approaches in developing understanding of junior high school football student learning. The method used in this study is a quasi-experimental design with pre-test post-test control group design. Involves two groups, namely one experimental group with a tactical approach intervention and one group with a technical (traditional) approach. The instrument used in this study is a multiple choice cognition instrument at the level of difficulty C1 to C3 which is used to measure students' understanding in learning to play football. The study was conducted on junior high school students in the city of Bandung. All data obtained was analysed using the independent sample t test technique with the aim to see the effect of the tactical approach in developing students' understanding of football learning. The results of the analysis show that there are significant differences between the average understanding of football learning using the tactical approach and the technical approach. This is evidenced by the results of pvalue of 0.002 (0.002 <0.05). Thus it can be concluded that the tactical approach can influence the development of student understanding in football learning.

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Section: B Discussionmentioning

confidence: 99%

Tactical Approach for Developing Students’ Understanding in Football Learning

Sucipto¹,

Rohmah²,

Gumil³

et al. 2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

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“…As researchers in the field have noted (for example, Kirk &Macdonald, 1999;Kirk & McPhail, 2002;Light & Fawns, 2001Whitehead, 1990) games offer a potential medium for the integration of physical, social and intellectual learning par excellence. Games and sport inherently involve moving and thinking in ways that are inseparable, require a range of higher order thinking, perception, and bodily and verbal communication.…”

Section: Learning Through Gamesmentioning

confidence: 99%

“…Games inherently involve the body in complex cognitive processes where cognition and movement, the mind and the body cannot be separated (Light & Fawns, 2003). Games play involves the 'thinking body' (Light and Fawns, 2001) in a way that challenges dualistic conceptions of the mind as separate from and elevated above the body. By focusing on the tactical dimensions of games and stressing the integrated nature skill execution with cognition and environment, Game Sense offers a means of integrating cognitive, physical and affective learning Light & Fawns, 2003;Pope, 2003).…”

Section: Learning Through Gamesmentioning

confidence: 99%

“…Approaches to teaching and learning that are neat and well-ordered often attempt to reduce learning to a simple and linear process (Light & Fawns, 2001). Standing players in neat lines running along predetermined lines and drilling a particular passing technique may look good to the club administration or parents of children and junior players but does not lead to better game performances.…”

Section: The 'Disorderly' Appearance Of Game Sense Trainingmentioning

confidence: 99%

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Implementing a game sense approach in youth sport coaching: Challenges, change and resistance

Light

2016

Waikato Journal of Education

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Despite the potential that Game Sense offers to re-energize and reconstruct youth sport coaching, it has yet to make a significant impact on youth sport coaching in Australia or New Zealand. While research has examined the challenges that teachers face in implementing such innovation in school physical education, little attention has been paid to the identification and examination of factors restraining the development of understanding approaches by coaches in youth sport. Given the importance of communitybased sport in countries such as Australia and New Zealand this represents a significant oversight in the literature. In setting out to redress this oversight this paper draws on a series of interviews conducted with Australian coaches over 2002 and 2003 to explore the challenges of putting a Game Sense approach to coaching into practice in youth sport settings. It identifies sport coaching as a complex social practice in which social interaction and a dominant culture of coaching provide significant challenges for coaches wishing to develop a Game Sense approach.

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“…Physical education offers clear opportunities to bring these key competencies to the fore, and successful engagement in movement contexts requires these key competencies of students. With respect to thinking, physical education is rich in terms of both opportunities and a need for problem solving, decision-making and creative thinking (Grehaigné, Godbout, & Bouthier, 2001;Light & Fawns, 2001). As Burrows (2005) has stressed, there is need for managing self to be conceived in a way that foregrounds the connectedness Teachers and Curriculum, Volume 13, 2013…”

Section: Table Of Contents Introductionmentioning

confidence: 99%

Untapped potential? Key Competency learning and physical education

Gillespie

Penney

Pope

2013

tandc

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Referencing: References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list and in the correct style. Covering letter: When submitting a manuscript to Teachers and Curriculum, authors must, for ethical and copyright reasons, include in a covering letter a statement confirming that a) the material has not been published elsewhere, and b) the manuscript is not currently under consideration with any other publisher. A fax and email contact should also be supplied. Editorial: All contributions undergo rigorous peer review by at least two expert referees. The Editors reserve the right without consulting the author(s) to make alterations that do not result in substantive changes. The Editors' decisions about acceptance are final.

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The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education

Cited by 27 publications

References 14 publications

Tactical Approach for Developing Students’ Understanding in Football Learning

Tactical Approach for Developing Students’ Understanding in Football Learning

Implementing a game sense approach in youth sport coaching: Challenges, change and resistance

Untapped potential? Key Competency learning and physical education

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