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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Autor: Almond, Len
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
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spelling Rethinking Teaching Games for UnderstandingAlmond, LenThere 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.Existe cierta preocupación por el hecho de que la diversidad del pensamiento dentro de los enfoques centrados en el juego para la enseñanza y el entrenamiento deportivo haya empezado a fragmentar y dividir a la comunidad docente e investigadora en silos o reductos que dañan la emergencia de nuevas líneas de pensamiento. El presente artículo toma dicha preocupación como punto de partida para explorar el pensamiento que subyacía originalmente en el modelo Teaching Games for Understanding (TGFU) y para establecer algunas de las características esenciales de este enfoque. Apoyándose en los planteamientos originales, se abordará la parte del fundamento original del TGFU que ha ido quedando en el olvido, el énfasis en la comprensión. Este aspecto del TGFU ha sido desatendido en la literatura; es por ello que este trabajo explora su relevancia para reconsiderar la verdadera esencia de un enfoque centrado en el juego para la enseñanza de los deportes.En este proceso se abordarán las nociones de (1) comprensión del juego y (2) comprensión en el juego. Esta cuestión pone en evidencia cuán estrecho es fijar el foco exclusivamente sobre la táctica – hay mucho más que comprender en la enseñanza/entrenamiento de los deportes. Además, otro aspecto que necesita ser abordado es la idea del tipo de comprensión necesaria por parte del profesor y del entrenador para lograr que los jugadores adquieran una comprensión de los deportes y puedan demostrarla a través de un desempeño inteligente durante el juego.Se espera que este artículo contribuya a estimular la revisión y desarrollo de un acuerdo compartido sobre las características esenciales de un enfoque centrado en el juego y sobre la necesidad de una pedagogía apropiada.Ediciones Universidad de Valladolid2015info:eu-repo/semantics/articleapplication/pdfhttp://uvadoc.uva.es/handle/10324/23788Agora para la educación física y el deportereponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidEspañolinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:uvadoc.uva.es:10324/237882026-06-13T12:44:47Z
dc.title.none.fl_str_mv Rethinking Teaching Games for Understanding
title Rethinking Teaching Games for Understanding
spellingShingle Rethinking Teaching Games for Understanding
Almond, Len
title_short Rethinking Teaching Games for Understanding
title_full Rethinking Teaching Games for Understanding
title_fullStr Rethinking Teaching Games for Understanding
title_full_unstemmed Rethinking Teaching Games for Understanding
title_sort Rethinking Teaching Games for Understanding
dc.creator.none.fl_str_mv Almond, Len
author Almond, Len
author_facet Almond, Len
author_role author
dc.contributor.none.fl_str_mv Ediciones Universidad de Valladolid
description 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.
publishDate 2015
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dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
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dc.source.none.fl_str_mv Agora para la educación física y el deporte
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