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Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold

Journal Article


Abstract


  • Background: Game-centred approaches (GCA) have been promoted as a more

    meaningful way to teach games and sports due to their connections with

    constructivist learning principles. However, the implementation is dependant on the

    teacher implementing it rather than just the model. There has been little research into

    what it means to use a GCA well and make judgements in relation to this.

    Purpose: The paper will focus on presenting the conceptualisation and development of

    the GCA assessment tool and demonstrating its use in action.

    Participants: The participants are third-year students in their fourth of five practical

    studies’ courses in games and sports.

    Data collection: Data were collected during GCA lessons for fellow students in net court

    category. The exchanges were recorded on an iPod and categorised into ‘Emerging’,

    ‘Developing’ and ‘Developed’ levels of use, based on aligning key characteristics of

    GCAs with principles evident in constructivist learning environments.

    Intervention: Physical education teacher educator (PETE) undergraduates were required

    to teach a mini lesson using a GCA in the fourth of five practical studies’ courses and

    assessed using a systematic assessment tool that allowed judgements to be made in

    relation to levels of use.

    Research design: To understand how GCAs vary in use, an ethnomethodological

    approach was used. This allowed the author to demonstrate how the Scaffold was

    developed and used in practice.

    Data analysis: The data were analysed by the GCA Assessment Scaffold and used to

    show how this systematic assessment of GCA features and constructivist learning

    principles can be used in practice.

    Findings: The study examines the development and practical application of the GCA

    Assessment Scaffold in practice. It demonstrates that GCA lessons are reliant on the

    teacher using the model, not just the model and shows that lessons that have all of

    the features of GCA can either produce high quality-learning outcomes or shallow,

    depending on the teacher.

    Conclusion: The paper aims to begin a conversation on both how to assess GCA and

    how a further development of this tool can improve teaching practices in GCA and

    other constructivist teaching strategies.

Publication Date


  • 2015

Citation


  • Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20 (2), 144-158.

Scopus Eid


  • 2-s2.0-84920684554

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1613

Number Of Pages


  • 14

Start Page


  • 144

End Page


  • 158

Volume


  • 20

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Background: Game-centred approaches (GCA) have been promoted as a more

    meaningful way to teach games and sports due to their connections with

    constructivist learning principles. However, the implementation is dependant on the

    teacher implementing it rather than just the model. There has been little research into

    what it means to use a GCA well and make judgements in relation to this.

    Purpose: The paper will focus on presenting the conceptualisation and development of

    the GCA assessment tool and demonstrating its use in action.

    Participants: The participants are third-year students in their fourth of five practical

    studies’ courses in games and sports.

    Data collection: Data were collected during GCA lessons for fellow students in net court

    category. The exchanges were recorded on an iPod and categorised into ‘Emerging’,

    ‘Developing’ and ‘Developed’ levels of use, based on aligning key characteristics of

    GCAs with principles evident in constructivist learning environments.

    Intervention: Physical education teacher educator (PETE) undergraduates were required

    to teach a mini lesson using a GCA in the fourth of five practical studies’ courses and

    assessed using a systematic assessment tool that allowed judgements to be made in

    relation to levels of use.

    Research design: To understand how GCAs vary in use, an ethnomethodological

    approach was used. This allowed the author to demonstrate how the Scaffold was

    developed and used in practice.

    Data analysis: The data were analysed by the GCA Assessment Scaffold and used to

    show how this systematic assessment of GCA features and constructivist learning

    principles can be used in practice.

    Findings: The study examines the development and practical application of the GCA

    Assessment Scaffold in practice. It demonstrates that GCA lessons are reliant on the

    teacher using the model, not just the model and shows that lessons that have all of

    the features of GCA can either produce high quality-learning outcomes or shallow,

    depending on the teacher.

    Conclusion: The paper aims to begin a conversation on both how to assess GCA and

    how a further development of this tool can improve teaching practices in GCA and

    other constructivist teaching strategies.

Publication Date


  • 2015

Citation


  • Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20 (2), 144-158.

Scopus Eid


  • 2-s2.0-84920684554

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1613

Number Of Pages


  • 14

Start Page


  • 144

End Page


  • 158

Volume


  • 20

Issue


  • 2

Place Of Publication


  • United Kingdom