The Social Nature of Games

Australian Preservice Primary TeachersÍ First Experiences of Teaching Games for Understanding

Dados Bibliográficos

ID12565696
AutoresRichard Light (0000-0001-6864-2243, The University of Melbourne, autor correspondente)
Ano2002
Volume8
Fascículo3
Páginas286-304
Data de publicação2002-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEuropean Physical Education Review (JOURNAL)
Identificadores do periódicoISSN: 1356-336X • E-ISSN: 1741-2749
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/1356336x020083007
OpenAlexW2052961356
IdiomaEN
Citações recebidas14
Referências citadas24

This article reports on a study of pre-service generalist primary school teachers’ experiences of a games unit taught using the Teaching Games for Understanding (TGfU) approach in an Australian teacher education programme. The study sought to make sense of the knowledge and dispositions that pre-service primary school teachers brought into the games unit, the ways in which this shaped their interpretation of the TGfU approach, the impact that this had on their perceptions of physical education’s educational value and the pedagogy they articulated as intending to adopt.A sense of ‘joy’ related to achievement and profound learning (Heywood, 2001) emerged as a central theme in many students’ accounts of their games unit. It is argued in this article that this sense of joy arose from the holistic, whole-body learning that is possible in games using a TGfU approach

Mathematics education · Pedagogy · Perception · Physical education · Primary education · Teacher education · Teaching method · Unit (ring theory · Value (mathematics · Inclusion and Disability in Education and Sport · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology