Rethinking Teaching Games for Understanding
There is a concern in a number of quarters that the diversity of thinking within game centred approaches to teaching and coaching of games has begun to divide the community of practitioners and researchers within the games field into silos or camps that harm the emergence of new thinking. This paper...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/23788 |
| Acceso en línea: | http://uvadoc.uva.es/handle/10324/23788 |
| Access Level: | acceso abierto |
| Sumario: | There is a concern in a number of quarters that the diversity of thinking within game centred approaches to teaching and coaching of games has begun to divide the community of practitioners and researchers within the games field into silos or camps that harm the emergence of new thinking. This paper will use this concern as a basis for exploring the original thinking behind Teaching Games for Understanding (TGFU) and to establish some essential features of this approach. It will build on this thinking and address the forgotten part of the original focus of TGFU, the emphasis on understanding. This aspect of TGFU has been neglected in the literature so this paper will explore its relevance for rethinking the very essence of a game centred approach to games teaching.In this process, the notion of (1) understanding of a game and (2) understanding in a game will be raised. This goes way beyond the narrow focus on the tactical – there is much more to understand in the teaching/coaching of games. In addition, the idea of the kind of understanding needed by the teacher or coach to enable players to acquire an understanding of games and demonstrate their understanding in intelligent performance during a game is an area that needs to be addressed.It is hoped that this paper will become a focus for stimulating rethinking and developing a shared agreement about the essential features of a game-centred approach and the need for an appropriate pedagogy. |
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