The Role that Socialization Can Play in Promoting Teaching Games for Understanding
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| Title: | The Role that Socialization Can Play in Promoting Teaching Games for Understanding |
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| Language: | English |
| Authors: | Wright, Steven, McNeill, Michael, Butler, Joy I. |
| Source: | Journal of Physical Education, Recreation & Dance (JOPERD). Mar 2004 75(3):46-46. |
| Availability: | Journal of Physical Education, Recreation & Dance, American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193, ext. 493 (Toll Free). |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Teaching Methods, Teaching Models, Games, Recreational Activities, Teacher Education Programs, Physical Education Teachers, Socialization |
| Geographic Terms: | United Kingdom (England), United States |
| ISSN: | 0730-3084 |
| Abstract: | Socialization research suggests that most students who enter physical education teacher education (PETE) programs are successful athletes who wish to teach and coach in a manner similar to what they experienced. Exposure to different methods of instruction during undergraduate experiences is often disregarded when they enter into teaching. What strategies can be employed to help facilitate the actual use of different approaches in student teaching and beyond? A great deal has been written about teaching games from a tactical, understanding approach as an alternative to teaching games from a traditional, technique-based approach. This article expands this discussion to examine ways in which PETE undergraduates can be supported so that their use of the tactical approach becomes more likely. The authors believe that PETE students should be exposed to the tactical approach to teaching games through a games classification course, activity courses, teaching methods courses, and a major's club. They should also be given the opportunity (and be expected) to use the approach in early field experiences and student teaching. University supervisors and cooperating teachers in schools need to be educated in the use and interpretation of the approach. |
| Abstractor: | ERIC |
| Number of References: | 35 |
| Entry Date: | 2005 |
| Accession Number: | EJ701854 |
| Database: | ERIC |
| Abstract: | Socialization research suggests that most students who enter physical education teacher education (PETE) programs are successful athletes who wish to teach and coach in a manner similar to what they experienced. Exposure to different methods of instruction during undergraduate experiences is often disregarded when they enter into teaching. What strategies can be employed to help facilitate the actual use of different approaches in student teaching and beyond? A great deal has been written about teaching games from a tactical, understanding approach as an alternative to teaching games from a traditional, technique-based approach. This article expands this discussion to examine ways in which PETE undergraduates can be supported so that their use of the tactical approach becomes more likely. The authors believe that PETE students should be exposed to the tactical approach to teaching games through a games classification course, activity courses, teaching methods courses, and a major's club. They should also be given the opportunity (and be expected) to use the approach in early field experiences and student teaching. University supervisors and cooperating teachers in schools need to be educated in the use and interpretation of the approach. |
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| ISSN: | 0730-3084 |
