Contemporary Developments in Games Teaching

The teaching of games is a central component of any physical education or youth sport programme. Contemporary Developments in Games Teaching brings together leading international researchers and practitioners in physical education and sports coaching to examine new approaches in games teaching and team sport coaching that are player/student-centred and inquiry-based. The book aims to bridge the gap between research and practice by exploring contemporary games teaching from pedagogical, policy and research perspectives. It offers interesting new commentary and research data on well-established models such as Teaching Games for Understanding (TFfU), Game Sense, Play Practice and the Games Concept Approach (GCA), as well as introducing innovative and exciting approaches emerging in East Asia, including Singapore and Japan. Representing the most up-to-date survey of new work in contemporary games teaching around the world, this book is invaluable reading for any student, researcher, in-service teacher or sports coach with an interest in games teaching or physical education.

Richard Light is Professorial Research Fellow in Human Movement in the School of Health Sciences at the University of Ballarat, Australia. John Quay is senior lecturer in Curriculum and Pedagogy with a focus on Health and Physical Education at the Melbourne Graduate School of Education, Australia. Stephen Harvey is an Associate Professor in Instructional Methods and member of the Physical Education Teacher Education faculty in the College of Physical Activity and Sport Sciences at West Virginia University in the United States. Amanda Mooney is Program Co-ordinator for the Bachelor of Education (Physical Education) and lecturer in the School of Health Sciences at the University of Ballarat, Australia.

Introduction Part 1 - Recent pedagogical and policy developments in games teaching 1. Game as context in physical education: A Deweyan philosophical perspective 2. Game Sense as a model for delivering positive pedagogy in physical education 3. Teaching how to play and teach games in Singapore: A Decade in the Field 4. The challenge for radical curricula innovation in teaching ball games in Japan 5. Play Practice - an innovative model for developing skillful players in sport Part 2: Research on the implementation of games-based approaches 6. Game-centred approaches to teaching and coaching games: A review of literature since 2006 7. 'Girls get going': Using Games Sense to promote sport participation amongst adolescent girls in rural and regional contexts in Australia 8. The influence of school context on physical education teachers taking up TGfU 9. Australian rugby coaches views on learning and its implications for the uptake of Game Sense Part 3: Issues in adopting games based approaches 10. Subjectivity as a resource for improving players' decision-making 11. Questions and answers: Understanding the connection between questioning and knowledge in game centred approaches 12. The body thinking: assessment in game-centred approaches to teaching and coaching 13. Learning games concepts by design Conclusion