Abstract
The development and use of game based approaches (GBAs) across a range of global teaching and coaching settings has expanded significantly over the last two decades. And with each GBA underpinned by similar theories of learning, distinctions between each approach can often be blurred. Arguably, this can lead to teachers' and coaches' blended conceptualisations of different pedagogical approaches. Thus, although similar there is a need for teachers and coaches to recognise that not all GBAs are the same with each model or approach chosen impacting significantly upon learner experiences. Through analysis of literature and presentation of teaching/coaching lesson/session outlines, this paper presents similarities and differences of two game based instructional pedagogies - TGfU and Game Sense - and discusses the need for teachers and coaches to recognise and respond to the contextual differences of each when considering their use.
Highlights
In the late 1960’s the work of Deleplace (1966) and Mahlo (1969) recognised the significance of developing an understanding of both technique and tactics within the one model of games teaching
Through analysis of literature and presentation of teaching and coaching session outlines, this paper presents similarities and differences of two game based approaches (GBAs) - Teaching Games for Understanding (TGfU) and Game Sense - and discusses the need for teachers and coaches to recognise and respond to the contextual differences of each when considering their use
The authors believe that teachers and coaches have an obligation to recognise the different theoretical perspectives that underpin use of both TGfU and Game Sense as this knowledge can help drive the professional development of teachers and coaches and stimulate further
Summary
Electronic reference Kendall Jarrett and Stephen Harvey, “Similar, but not the same: Comparing the game based approaches of Teaching Games for Understanding (TGfU) and Game Sense”, eJRIEPS [Online], 38 | 2016, Online since 01 April 2016, connection on 21 September 2021. La revue eJRIEPS est mise à disposition selon les termes de la Creative Commons Attribution 4.0 International License. Kendall Jarrett* et Stephen Harvey** * Deakin University, Australia ** West Virginia University, USA
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