The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. (May 2019)

• Record Type: Journal Article
• Authors: Jarrett, Kendall; Light, Richard
• Is Part Of: European physical education review. Volume 25:Number 2(2019)
• Page Start: 565
• Page End: 580
• Publication Date: 2019-05
• Subjects: Teaching experience -- game based approaches -- phenomenography -- variation theory -- physical education; Physical education and training -- Europe -- Periodicals; 613.7
• DOI: 10.1177/1356336X17753023
• Languages: English
• ISSNs: 1356-336X

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. A phenomenographic research framework was utilised 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 what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.