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.
Bibliographical noteKendall Jarrett, Richard Light, The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts, European Physical Education Review (Journal Volume Number and Issue Number) pp. xx-xx. Copyright © The Author(s) 2018. Reprinted by permission of SAGE Publications.
- Teaching experience
- game based approaches
- variation theory
- physical education