Skip to main content

How do you do what you do? Examining the development of quality teaching in using GCA in PETE teachers

Journal Article


Abstract


  • Background: The move for educational reform to improve student outcomes and

    learning has been the subject of ongoing debate over the last 15 years in Australia

    and internationally. In Australia, Game Centred Approaches (GCA) such as Game

    Sense have been positioned by advocates as having the capacity to achieve these

    characteristics in physical education. However, despite some 15 years of exposure to,

    and professional development in, GCA in Australia, there has been very little change

    in teaching practices in games and sports.

    Purpose: The paper will focus on physical education teacher education (PETE)

    undergraduates’ attitudes to games and sports and analyse key issues related to their

    understandings relating to the use of a GCA.

    Participants: The participants were second and third year PETE undergraduates during

    their practical studies courses in Games and Sports.

    Data collection: Data was collected from PETE undergraduates over a three-year period.

    The exchanges used in this paper were from recordings of consultations, interactions in

    tutorials and in assessment presentations. They were supported by the first author’s own

    observations on students’ understandings of the GCA during and following tutorials.

    Intervention: PETE students were involved in four practical studies courses in games

    and sports with the first author using a GCA approach. Required readings and journal

    articles on GCA were used to support course content.

    Research design: To understand the students’ understandings of games and sports using

    a GCA and the qualitative nature of inquiry, an ethnomethodological approach was used.

    Data analysis: The analysis of the data based on Lemke’s theory of social semiotics was

    conducted to develop an understanding of what using a GCA meant to the students in

    action (the events in which the meanings are used) and in context (how the meaning

    is demonstrated when connected to an event).

    Findings: The findings of this paper were threefold. Firstly, the influence of traditional

    approaches to games and sports in the physical education and sporting backgrounds of

    the PETE students is a very powerful force in determining how games and sports should

    be taught and understood. Secondly, the students’ capacity to productively and

    consistently use a GCA to create these learning environments is contingent on the

    depth of their content knowledge and pedagogical knowledge. Thirdly, there is a

    considerable emotional cost to the students when challenging their embodied

    investments in a traditional sports model.

    Conclusion: Understanding and developing sustainability to use a GCA requires more

    than simply exposing students to the approach. If GCAs are to be used appropriately

    to enhance the quality of teaching and student learning and create the environments

    advocates believe are possible, then how we teach PETE students to teach games and sports in our courses must be examined and we must ask ourselves this question in

    relation to teaching using a GCA: How do we do what we do?

Publication Date


  • 2012

Citation


  • Forrest, G., Wright, J. & Pearson, P. (2012). How do you do what you do? Examining the development of quality teaching in using GCA in PETE teachers. Physical Education and Sport Pedagogy, 17 (2), 145-156.

Scopus Eid


  • 2-s2.0-84859496784

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1063

Has Global Citation Frequency


Number Of Pages


  • 11

Start Page


  • 145

End Page


  • 156

Volume


  • 17

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Background: The move for educational reform to improve student outcomes and

    learning has been the subject of ongoing debate over the last 15 years in Australia

    and internationally. In Australia, Game Centred Approaches (GCA) such as Game

    Sense have been positioned by advocates as having the capacity to achieve these

    characteristics in physical education. However, despite some 15 years of exposure to,

    and professional development in, GCA in Australia, there has been very little change

    in teaching practices in games and sports.

    Purpose: The paper will focus on physical education teacher education (PETE)

    undergraduates’ attitudes to games and sports and analyse key issues related to their

    understandings relating to the use of a GCA.

    Participants: The participants were second and third year PETE undergraduates during

    their practical studies courses in Games and Sports.

    Data collection: Data was collected from PETE undergraduates over a three-year period.

    The exchanges used in this paper were from recordings of consultations, interactions in

    tutorials and in assessment presentations. They were supported by the first author’s own

    observations on students’ understandings of the GCA during and following tutorials.

    Intervention: PETE students were involved in four practical studies courses in games

    and sports with the first author using a GCA approach. Required readings and journal

    articles on GCA were used to support course content.

    Research design: To understand the students’ understandings of games and sports using

    a GCA and the qualitative nature of inquiry, an ethnomethodological approach was used.

    Data analysis: The analysis of the data based on Lemke’s theory of social semiotics was

    conducted to develop an understanding of what using a GCA meant to the students in

    action (the events in which the meanings are used) and in context (how the meaning

    is demonstrated when connected to an event).

    Findings: The findings of this paper were threefold. Firstly, the influence of traditional

    approaches to games and sports in the physical education and sporting backgrounds of

    the PETE students is a very powerful force in determining how games and sports should

    be taught and understood. Secondly, the students’ capacity to productively and

    consistently use a GCA to create these learning environments is contingent on the

    depth of their content knowledge and pedagogical knowledge. Thirdly, there is a

    considerable emotional cost to the students when challenging their embodied

    investments in a traditional sports model.

    Conclusion: Understanding and developing sustainability to use a GCA requires more

    than simply exposing students to the approach. If GCAs are to be used appropriately

    to enhance the quality of teaching and student learning and create the environments

    advocates believe are possible, then how we teach PETE students to teach games and sports in our courses must be examined and we must ask ourselves this question in

    relation to teaching using a GCA: How do we do what we do?

Publication Date


  • 2012

Citation


  • Forrest, G., Wright, J. & Pearson, P. (2012). How do you do what you do? Examining the development of quality teaching in using GCA in PETE teachers. Physical Education and Sport Pedagogy, 17 (2), 145-156.

Scopus Eid


  • 2-s2.0-84859496784

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1063

Has Global Citation Frequency


Number Of Pages


  • 11

Start Page


  • 145

End Page


  • 156

Volume


  • 17

Issue


  • 2

Place Of Publication


  • United Kingdom