Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model
physical education
330
05 social sciences
370
130210 Physical Education and Development Curriculum and Pedagogy
tactical approaches
Higher Education
teaching games for understanding
sport education
instructional model
0503 education
DOI:
10.1123/jtpe.21.2.177
Publication Date:
2016-08-10T11:41:07Z
AUTHORS (2)
ABSTRACT
Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.
SUPPLEMENTAL MATERIAL
Coming soon ....
REFERENCES (0)
CITATIONS (199)
EXTERNAL LINKS
PlumX Metrics
RECOMMENDATIONS
FAIR ASSESSMENT
Coming soon ....
JUPYTER LAB
Coming soon ....