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A phenomenographical inquiry into experiences of using game based approaches among physical education teachers in England and Australia

Jarrett, Kendall (2016) A phenomenographical inquiry into experiences of using game based approaches among physical education teachers in England and Australia. Doctor of Philosophy (PhD) thesis, University of Canterbury. (KAR id:80229)

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Abstract

This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (N=12) experiences of teaching games using a Game Based Approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. An elicitation interview technique was used to help understand experience ‘in context’ within a phenomenographic research framework with the purpose being to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator, and/or a Catalyst. An analysis of findings is presented with discussion focusing on the context and meaning of GBA-related teaching experience. Implications for both GBA-related teaching practice and physical education teacher education programmes are presented. A number of recommendations from findings are offered for physical education teachers and teacher educators.

Item Type: Thesis (Doctor of Philosophy (PhD))
Uncontrolled keywords: Phenomenography, game based approaches, teacher education, pedagogy
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Kendall Jarrett
Date Deposited: 25 Feb 2020 14:18 UTC
Last Modified: 09 Dec 2022 02:25 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/80229 (The current URI for this page, for reference purposes)

University of Kent Author Information

Jarrett, Kendall.

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