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Questions and answers: Understanding the connection between questioning and knowledge in game-centred approaches

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Abstract


  • Over the last 20 years, there has been considerable enthusiasm for approaches

    to teaching games and sports that use a game-centred approach (GCA). GCA

    is an umbrella term for pedagogical approaches and models that have game

    play and reflection on game play as central elements of the learning process.

    However, they should not be confused with the games concept approach used

    in Singapore and reported on in Chapter 3. The underlying philosophy of the

    GCA approaches described here is that students need to develop an understanding

    of how to play rather than an overriding focus on what to do when

    they do play and that this understanding is developed through their active

    participation in, exploration of, and reflection on, their play. The how element

    can be developed because GCAs have the capacity to examine a broad range

    of game-play elements, such as strategy and tactics and decision making, as

    well as movement skills, and to explore the relationships these elements have

    with performance. As a result of this learning through games via progressions

    from simple to more complex practice games and the use of questioning,

    students in classes characterized by GCAs can recognize that there is more to

    play than movement alone. This, in turn, provides them with the opportunity

    for greater learning, engagement and participation.

    The study presented in this chapter investigates how physical and health

    education (PHE) pre-service teachers may gain an understanding of how to

    effectively use GCAs (see Forrest 2009; Forrest, Wright and Pearson 2012).

    Conducted over a five-year period, it examined the development of GCA

    understanding in second- and third-year PHE pre-service teachers arising

    from their engagement in a formal course of study focused on GCAs. The

    study revealed a range of issues associated with pre-service teachers developing

    an understanding of GCAs. Prominent amongst these was the management of

    more open questions and discussions in a GCA lesson. This is an important

    area as it has direct links to the quality of student learning experiences in

    GCA lessons (Light 2013). However, data from this study strongly suggests

    that while the participants (pre-service PHE teachers) valued the role of

    appropriate questions and question structures, and understood the role these

    played in improved learning, they could not sustain this type of questioning.

    This chapter will use participant self-reflections as well as comments and

    exchanges from GCA lessons to demonstrate this and other issues relevant to

    the investigation.

Publication Date


  • 2014

Citation


  • Forrest, G. (2014). Questions and answers: Understanding the connection between questioning and knowledge in game-centred approaches. In R. L. Light, J. Quay, S. Harvey & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 167-177). Abingdon, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780415821193

Scopus Eid


  • 2-s2.0-84920371209

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1597&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/598

Book Title


  • Contemporary developments in games teaching

Has Global Citation Frequency


Start Page


  • 167

End Page


  • 177

Place Of Publication


  • Abingdon, United Kingdom

Abstract


  • Over the last 20 years, there has been considerable enthusiasm for approaches

    to teaching games and sports that use a game-centred approach (GCA). GCA

    is an umbrella term for pedagogical approaches and models that have game

    play and reflection on game play as central elements of the learning process.

    However, they should not be confused with the games concept approach used

    in Singapore and reported on in Chapter 3. The underlying philosophy of the

    GCA approaches described here is that students need to develop an understanding

    of how to play rather than an overriding focus on what to do when

    they do play and that this understanding is developed through their active

    participation in, exploration of, and reflection on, their play. The how element

    can be developed because GCAs have the capacity to examine a broad range

    of game-play elements, such as strategy and tactics and decision making, as

    well as movement skills, and to explore the relationships these elements have

    with performance. As a result of this learning through games via progressions

    from simple to more complex practice games and the use of questioning,

    students in classes characterized by GCAs can recognize that there is more to

    play than movement alone. This, in turn, provides them with the opportunity

    for greater learning, engagement and participation.

    The study presented in this chapter investigates how physical and health

    education (PHE) pre-service teachers may gain an understanding of how to

    effectively use GCAs (see Forrest 2009; Forrest, Wright and Pearson 2012).

    Conducted over a five-year period, it examined the development of GCA

    understanding in second- and third-year PHE pre-service teachers arising

    from their engagement in a formal course of study focused on GCAs. The

    study revealed a range of issues associated with pre-service teachers developing

    an understanding of GCAs. Prominent amongst these was the management of

    more open questions and discussions in a GCA lesson. This is an important

    area as it has direct links to the quality of student learning experiences in

    GCA lessons (Light 2013). However, data from this study strongly suggests

    that while the participants (pre-service PHE teachers) valued the role of

    appropriate questions and question structures, and understood the role these

    played in improved learning, they could not sustain this type of questioning.

    This chapter will use participant self-reflections as well as comments and

    exchanges from GCA lessons to demonstrate this and other issues relevant to

    the investigation.

Publication Date


  • 2014

Citation


  • Forrest, G. (2014). Questions and answers: Understanding the connection between questioning and knowledge in game-centred approaches. In R. L. Light, J. Quay, S. Harvey & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 167-177). Abingdon, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780415821193

Scopus Eid


  • 2-s2.0-84920371209

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1597&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/598

Book Title


  • Contemporary developments in games teaching

Has Global Citation Frequency


Start Page


  • 167

End Page


  • 177

Place Of Publication


  • Abingdon, United Kingdom