The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts

Kendall Jarrett, Richard Light

Research output: Contribution to journalArticle

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.
Original languageEnglish
JournalEuropean Physical Education Review
DOIs
Publication statusPublished - 22 Jan 2018

Fingerprint

Teaching
teacher
experience
physical education
teaching practice

Bibliographical note

Kendall 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.

Keywords

  • Teaching experience
  • game based approaches
  • phenomenography
  • variation theory
  • physical education

Cite this

@article{8ef0d6b3d4464a2382ba9c4d8cff9d7a,
title = "The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts",
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.",
keywords = "Teaching experience, game based approaches, phenomenography, variation theory, physical education",
author = "Kendall Jarrett and Richard Light",
note = "Kendall 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 {\circledC} The Author(s) 2018. Reprinted by permission of SAGE Publications.",
year = "2018",
month = "1",
day = "22",
doi = "10.1177/1356336X17753023",
language = "English",
journal = "European Physical Education Review",
issn = "1741-2749",

}

The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. / Jarrett, Kendall; Light, Richard.

In: European Physical Education Review, 22.01.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts

AU - Jarrett, Kendall

AU - Light, Richard

N1 - Kendall 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.

PY - 2018/1/22

Y1 - 2018/1/22

N2 - 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.

AB - 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.

KW - Teaching experience

KW - game based approaches

KW - phenomenography

KW - variation theory

KW - physical education

U2 - 10.1177/1356336X17753023

DO - 10.1177/1356336X17753023

M3 - Article

JO - European Physical Education Review

JF - European Physical Education Review

SN - 1741-2749

ER -