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Th is paper reports on a study of pre-service primary school teachers’ fi rst experiences of a physical education unit of study using Games Sense pedagogy at an Australian university. Game Sense is a student-centered, inquiry-based... more
Th is paper reports on a study of pre-service primary school teachers’ fi rst experiences of a physical education unit of study using Games Sense pedagogy at an Australian university. Game Sense is a student-centered, inquiry-based approach to teaching games and sport.
This article builds upon suggestions for applying Game Sense pedagogy to sports other than games in ways that provide high quality teaching and learning as suggested by the New South Wales Quality Teaching Framework. It provides two... more
This article builds upon suggestions for applying Game Sense pedagogy to sports other than games in ways that provide high quality teaching and learning as suggested by the New South Wales Quality Teaching Framework. It provides two practical examples of how this might be achieved for teaching how to throw an3d technique for catching and pulling in freestyle swimming. It draws on my own experience of teaching and observations of others’ practice as part of a program of work striving to establish a dialectic between theory and practice.
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There is growing research interest in athlete mobility as a consequence of globalization and the personal, cultural and contextual adjustments required in transitioning from one culture to another (see, Ryba, Haapanen, Mosek & Kwok,... more
There is growing research interest in athlete mobility as a consequence of globalization and the personal, cultural and contextual adjustments required in transitioning from one culture to another (see, Ryba, Haapanen, Mosek & Kwok, 2012). While this work has provided valuable knowledge about the challenges facing professional athletes transitioning from one culture to another it pays little attention to the experiences of non-professional and non-elite athletes. To redress this oversight this article presents the findings of a study on the experiences of Fijian non-elite rugby players who had moved to New Zealand as adolescents to pursue opportunities in rugby.
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This study investigated secondary school physical education teachers’ experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different ways teachers experience what they consider to be a GBA... more
This study investigated secondary school physical education teachers’ experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different ways teachers experience what they consider to be a GBA when teaching games. Participants in this study (n=12) taught in schools in either southeast Australia or southeast England and all had previous experience of using a GBA to teach games. With the investigation of teaching experience being the fundamental focus of this study a phenomenographic research framework was chosen to explore a primary research question that inherently focused upon GBA experience interpretation and meaning. An analysis of findings indicated three conceptions of awareness detailing the collective meaning of participants’ GBA teaching experience; that being as a Learner, a Collaborator, and/or a Catalyst. Implications for physical education teacher education (PETE) programmes and recommendations from findings are offered for phy...
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This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different... more
This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
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Abstract 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... more
Abstract 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 ...
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ABSTRACT
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Learning masculinities in a Japanese high school rugby club Richard light Faculty of Education and Social Work, University of Sydney, Australia Abstract This paper draws on research conducted on a Tokyo high school rugby club to explore... more
Learning masculinities in a Japanese high school rugby club Richard light Faculty of Education and Social Work, University of Sydney, Australia Abstract This paper draws on research conducted on a Tokyo high school rugby club to explore diversity in the masculinities formed through membership in the club. Based upon the premise that particular forms of masculinity are expressed and learnt through ways of playing (game style) and the attendant regimes of training, it examines the expression and learning of masculinities at three analytic levels. It identifies a hegemonic, culture-specific form of masculinity operating in Japanese high school rugby, a class-influenced variation of it at the institutional level of the school and, by further tightening its analytic focus, further variation at an individual level. In doing so this paper highlights the ways in which diversity in the masculinities constructed through contact sports can be obfuscated by a reductionist view of there being on...
Bourdieu’s concept of habitus has increasingly been used in research in the sports coaching field and offers a useful concept for understanding how experience comes to shape coaching practice. In this article, we begin by outlining the... more
Bourdieu’s concept of habitus has increasingly been used in research in the sports coaching field and offers a useful concept for understanding how experience comes to shape coaching practice. In this article, we begin by outlining the use of habitus in the sports coaching literature and provide a brief description of habitus and its relationship with his other important concepts: practice and field. W thene examine the potential use of habitus in research on coach development to develop an argument for its importance for coach development after which we explore its use as a methodological tool to look into ways it can be operationalised and used in conjunction with other constructionist concepts.
Page 1. Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice A Commentary Raúl Arellano Faculty of Physical... more
Page 1. Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice A Commentary Raúl Arellano Faculty of Physical Activity and Sport ...
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... And I think at school you get ... Greeno, 1997) involves a process of enculturation into the language, customs, and beliefs of the community of the swim-ming club ... the body, and its experiences in learning and the significant part... more
... And I think at school you get ... Greeno, 1997) involves a process of enculturation into the language, customs, and beliefs of the community of the swim-ming club ... the body, and its experiences in learning and the significant part that long-term participation in sports clubs can play in ...
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The playing of team games in Australian schools has long been based on the assumption that it promotes positive social learning, and this is particularly so in elite, independent schools. Yet, in a rapidly globalizing world, both sport... more
The playing of team games in Australian schools has long been based on the assumption that it promotes positive social learning, and this is particularly so in elite, independent schools. Yet, in a rapidly globalizing world, both sport and education are undergoing significant changes in meaning and function. Within this context, there is increasing tension between the ideal of sport as an educational medium and the reality of sport as a commercial commodity. This article draws on research conducted on rugby union football at an elite, independent school in Brisbane, Australia. It examines how tensions between the function of rugby as an educational medium and the influence of rugby as an emergent commercialized sport were manifested in struggle over game style and tactics.
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ABSTRACT As an attempt to address the paucity of research on sport in Asian settings, this paper uses a case-study approach to examine young Japanese men's participation in pre-game rugby rituals. Drawing on Durkheim's... more
ABSTRACT As an attempt to address the paucity of research on sport in Asian settings, this paper uses a case-study approach to examine young Japanese men's participation in pre-game rugby rituals. Drawing on Durkheim's seminal work, it is argued that the pre-game ceremonies have much in common with rituals conducted in similar western settings. However, many of the ritual activities were performed in distinctly Japanese ways, suggesting that they also express and confirm dominant local values and mark rugby as a discrete cultural practice.
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Conclusion Our investigation into the teaching of games using TGfU pedagogy accounts for a move from recommended practice to what we see as a? committed grammar'or a way of talking that is expected of students. For games to realise... more
Conclusion Our investigation into the teaching of games using TGfU pedagogy accounts for a move from recommended practice to what we see as a? committed grammar'or a way of talking that is expected of students. For games to realise the potential they hold as an ...
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Much recent research indicates that sport and physical education in schools lack relevance for many children and young people. This has given rise to a number of alternative approaches to teaching, including Teaching Games for... more
Much recent research indicates that sport and physical education in schools lack relevance for many children and young people. This has given rise to a number of alternative approaches to teaching, including Teaching Games for Understanding (TGfU), that strive to make ...
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This chapter examines the nature and construction of a particular form of such masculinity as constructed through corporeal and discursive practices at the 1997/8 Japanese high school rugby championships. It identifies a dominant form of... more
This chapter examines the nature and construction of a particular form of such masculinity as constructed through corporeal and discursive practices at the 1997/8 Japanese high school rugby championships. It identifies a dominant form of masculinity which is characterised by resilient Victorian/Edwardian ideals of manliness yet which is also distinctively Japanese and examines the ways in which such a form masculinity is constructed. In recognizing the historically dynamic nature of hegemonic masculinity it ...
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This study investigated secondary school physical education teachers' experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different ways teachers experience what they consider to be a GBA... more
This study investigated secondary school physical education teachers' experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different ways teachers experience what they consider to be a GBA when teaching games. Participants in this study (n=12) taught in schools in either southeast Australia or southeast England and all had previous experience of using a GBA to teach games. With the investigation of teaching experience being the fundamental focus of this study a phenomenographic research framework was chosen to explore a primary research question that inherently focused upon GBA experience interpretation and meaning. An analysis of findings indicated three conceptions of awareness detailing the collective meaning of participants' GBA teaching experience; that being as a Learner, a Collaborator, and/or a Catalyst. Implications for physical education teacher education (PETE) programmes and recommendations from findings are offered for physical education teacher educators.
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This study focuses on the analysis of collective meaning associated with secondary physical education teachers' (n ¼ 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different... more
This study focuses on the analysis of collective meaning associated with secondary physical education teachers' (n ¼ 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants' experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
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ABSTRACT While constructivist theories of learning have been widely drawn on to understand and explain learning in games when using game-based approaches their use to inform pedagogy beyond games is limited. In particular, there has been... more
ABSTRACT While constructivist theories of learning have been widely drawn on to understand and explain learning in games when using game-based approaches their use to inform pedagogy beyond games is limited. In particular, there has been little interest in applying constructivist perspectives on learning to sports in which technique is of prime importance. This article contributes to redressing this oversight in the sport pedagogy literature by drawing on CLT (complex learning theory) to propose a learner-centred, inquiry-based approach to coaching swimming grounded in two specific examples of theory in action.
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ABSTRACT The “discursive turn” in the social sciences points to the potential in Teaching Games for Understanding pedagogy (TGfU) as a means of providing a holistic learning experience for students and a platform from which to reposition... more
ABSTRACT The “discursive turn” in the social sciences points to the potential in Teaching Games for Understanding pedagogy (TGfU) as a means of providing a holistic learning experience for students and a platform from which to reposition physical education among institutional forces that define boundaries between academic disciplines in the school curriculum. We argue that games taught in physical education using TGfU as a form educational conversation in which the mind, expressed in speech, and the body, expressed in action, embody the ideal holistic learning experience that simultaneously provides for cognitive, affective, social, and physical learning.
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... Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action through TGfU. Quest, 55(2), 161-176. ... Mitchell, S., Oslin, J., & Griffen, L. (1995). The effects of two instructional approaches on game... more
... Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action through TGfU. Quest, 55(2), 161-176. ... Mitchell, S., Oslin, J., & Griffen, L. (1995). The effects of two instructional approaches on game performance. Pedagogy in Practice, /( 1 ), 36-48. ...