TY - JOUR
T1 - Promoting perseverance and challenge in physical education
T2 - The missing ingredient for improved games teaching
AU - Sproule, John
AU - Ollis, Stewart
AU - Gray, Shirley
AU - Thorburn, Malcolm
AU - Allison, Pete
AU - Horton, Peter
PY - 2011/10
Y1 - 2011/10
N2 - 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.
AB - 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.
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U2 - 10.1080/13573322.2011.601149
DO - 10.1080/13573322.2011.601149
M3 - Article
AN - SCOPUS:84859030335
SN - 1357-3322
VL - 16
SP - 665
EP - 684
JO - Sport, Education and Society
JF - Sport, Education and Society
IS - 5
ER -