Promoting perseverance and challenge in physical education: The missing ingredient for improved games teaching

John Sproule, Stewart Ollis, Shirley Gray, Malcolm Thorburn, Pete Allison, Peter Horton

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)665-684
Number of pages20
JournalSport, Education and Society
Volume16
Issue number5
DOIs
StatePublished - Oct 2011

All Science Journal Classification (ASJC) codes

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

Fingerprint Dive into the research topics of 'Promoting perseverance and challenge in physical education: The missing ingredient for improved games teaching'. Together they form a unique fingerprint.

  • Cite this