Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

Sproule, John, Ollis, Stewart, Gray, Shirley, Allison, Peter, Horton, Peter, and Gray, Shirley (2011) Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching. Sport, Education and Society, 16 (5). pp. 665-684.

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Abstract

This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience.

Item ID: 18265
Item Type: Article (Refereed Research - C1)
Keywords: physical education; challenge; constructivism; mindfulness; games teaching
ISSN: 1470-1243
Date Deposited: 25 Sep 2011 23:53
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 80%
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 20%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 50%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 50%
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