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In-service teachers’ experiences of using game based approaches to teach games: implications for physical education teacher educators

Jarrett, Kendall, Light, Richard (2017) In-service teachers’ experiences of using game based approaches to teach games: implications for physical education teacher educators. International Journal of Physical Education, Sports & Health, 4 (2). pp. 73-81. ISSN 2394-1685. E-ISSN 2394-1693.

Abstract

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.

Item Type: Article
Uncontrolled keywords: Physical education, teacher education, sport pedagogy, game based approaches
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kendall Jarrett
Date Deposited: 29 Oct 2018 15:18 UTC
Last Modified: 29 May 2019 21:22 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/69842 (The current URI for this page, for reference purposes)
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