Teaching Games and Sport for Understanding

This new book brings together leading and innovative thinkers in the field of teaching and sport coaching pedagogy to provide a range of perspectives on teaching games and sport for understanding. Teaching Games and Sport for Understanding engages undergraduate and postgraduate students in physical education and sport coaching, practicing teachers, practicing sport coaches, teacher educators and coach developers. The contributions, taken together or individually, provide insight, learning and opportunities to foster game-based teaching and coaching ideas, and provide conceptual and methodological clarity where a sense of pedagogical confusion may exist. Each chapter raises issues that can resonate with the teacher and sport practitioner and researcher. In this way, the chapters can assist one to make sense of their own teaching or sport coaching, provide deeper insight into personal conceptualisations of the concept of game-based teaching and sport coaching or stimulate reflections on their own teaching or coaching or the contexts they are involved in. Teaching games and sport for understanding in various guises and pedagogical models has been proposed as leading practice for session design and instructional delivery of sport teaching in PE and sport coaching since the late 1960s. At its core, it is a paradigm shift from what can be described as a behaviourist model of highly directive instruction for player replication of teacher/coach explanation and demonstration to instructional models that broadly are aimed at the development of players self-autonomy as self-regulated learners -'thinking players'. This innovative new volume both summarises current thinking, debates and practical considerations about the broad spectrumof what teaching games for understanding means as well as providing direction for further practical, pragmatic and research consideration of the concept and its precepts and, as such, is key reading for both undergraduate and postgraduate students of physical education and sport coaching as well as practicing teachers and sport coaches.

Shane Pill, PhD, is Associate Professor in Physical and Sport Education at Flinders University, Australia. Ellen-Alyssa F. Gambles is an Academic Tutor in Exercise, Sport and Rehabilitative Therapies at the University of Sunderland, UK. Linda L. Griffin, PhD, is a Professor in the College of Education at the University of Massachusetts Amherst, USA.

Introduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now ELLEN-ALYSSA F. GAMBLES AND LINDA L. GRIFFIN 1 TGfU: A Model for the Teaching of Games with a Changed Focus in Games Teaching - A Commentary SHANE PILL, SARAH DOOLITTLE, AND RICK BALDOCK SECTION I Global Developments Influenced by Teaching Games for Understanding 2 The Tactical Games Model and Game Performance Assessment LINDA GRIFFIN AND STEVE MITCHELL 3 Learning to Teach Game Sense: A Bottom-Up Approach RICHARD L. LIGHT AND CHRISTINA CURRY 4 Immersive Scenario-Based Coaching Narratives: A Philosophical Dialogue RUAN JONES AND DAVID PIGGOTT 5 Game Insight: A Game-Based Approach with Emphasis on Acknowledging and Addressing Differences between Players' Abilities GWEN WEELDENBURG, LARS BORGHOUTS, ENRICO ZONDAG, AND FRANK DE KOK 6 Play with Purpose: Teaching Games and Sport for Understanding as Explicit Teaching SHANE PILL AND JOHN WILLIAMS SECTION II Section II Research Perspectives Game-Based Approach as a Constructivist Model of Games Teaching LINDA L. GRIFFIN AND JEAN-FRANCOIS RICHARD 8 The Tactical versus Technical Paradigm: Scholarship on Teaching Games with a 'Catch-22' ADRIAN P. TURNER 9 Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles BRENDAN SUESEE AND SHANE PILL 10 A Constraints-Led Approach as a Theoretical Model for TGfU JIA YI CHOW, IAN RENSHAW, AND BRENDAN MOY 11 Positive Pedagogy for Sport Coaching: A Game Changer? RICHARD L. LIGHT AND STEPHEN HARVEY 12 Teaching Games for Understanding and Athlete-Centred Coaching SHANE PILL AND ELLEN-ALYSSA F. GAMBLES 13 Using Global Lesson Study to Promote Understanding of Game-Based Approaches NAOKI SUZUKI AND KAREN RICHARDSON 14 Game-Based Approach and Teacher Reflective Practice ASPASIA DANIA 15 Game Balance Analysis: A Pedagogical Approach for Designing Rich Learning Environments WYTSE WALINGA AND JEROEN KOEKOEK SECTION III Future Directions 16 Promoting Justice, Equity, Diversity, and Inclusion (JEDI) through Game-Based Approach (GBA) in Physical Education KANAE HANEISHI , TENG TSE SHENG, BRUCE NKALA, AND KOREY BOYD 17 Decolonialising PE Using a GBA MICHAEL J. DAVIES, SHANE PILL, AND JOHN R. EVANS 18 Moving from TGfU to 'Game-Based Approach' as the Collective DAVID GUTIÉRREZ AND JEROEN KOEKOEK