Publications
Book Publications
All the books show how to inspire learning by focusing on the learners'/players' natural desire to play. Additional sections will be added that link to books in other languages from around the world that show how this approach has become a global phenomena.
Games teaching: a new approach for the primary school
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Elizabeth Mauldon and Betty Redfern
An early writing on games teaching similar to the later games-based approaches. https://www.amazon.co.uk/Games-Teaching-Elizabeth-Mauldon/dp/0712107061 |
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Rethinking Games Teaching
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Rod Thorpe, David Bunker and Len Almond (Eds.). (1986)
This book was the first TGfU resource that launched the TGfU approach into the PE community. Read how teachers in the UK developed this innovative into their practice based on the practical writings of Thorpe, Bunker and Almond. |
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Teaching Sport Concepts AND SKILLS: a TACTICAL GAMES APPROACH
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Stephen A. Mitchell, Judith L. Oslin and Linda L. Griffin
The popular book "Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18" first published in 1997, with subsequent editions in 2006, 2013 and the latest 4th edition in 2021. The books cover the elementary, middle and secondary levels. It shows teachers how to move from a traditional to a tactical games teaching approach. The book offers more than 350 detailed lesson and unit plans that can be used as is or be easily modified and incorporated into an existing curriculum. More than 240 diagrams throughout the lessons make it easy to set up and execute the games. There are 14 video clips, delivered on HKPropel, that show some lessons in action—for example, the volleyball segments show complete question-and-answer sessions, highlighting an effective way to make sure students are understanding the lesson. Also available on HKPropel are reproducible forms, including a team contract, assessments, and game scenario worksheets for tactical problem solving. (For each thumbnail reproducible worksheet shown in the book, readers can download the full-size versions from HKPropel.) These resources will help teachers put concepts from the text into use with their students. It offers expert instruction and an array of multilevel games that provide an exciting and interactive environment for learning in all domains. Current and future teachers will learn how to structure positive and engaging learning experiences that set the stage for students to improve their performance, develop problem-solving skills, and enhance their lifelong enjoyment of sport. https://www.human-kinetics.co.uk/9781492590484/teaching-sport-concepts-and-skills/ |
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pLAY pRACTICE: gAMES APPROACH TO TEACHING
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Alan Launder
The Games Approach to Teaching and Coaching Sports presents a clear alternative to traditional approaches that will revitalize your own teaching and coaching. It replaces mindless games and mechanistic training methods with creative and enjoyable practice that improves students' skills and enhances their tactical understanding. This book focuses on teaching game play first instead of technique and skill, an approach that sets it apart from other games-approach texts. It provides answers to many of the problems that sports educators face, such as motivating reluctant or resistant students. It provides both the theoretical basis and the practical plans for changing practice from drudgery into an educational experience young people look forward to. https://www.amazon.co.uk/Play-Practice-Approach-Teaching-Coaching/dp/0736030050 |
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SPORT FOUNDATION FOR ELEMENTARY PHYSICAL EDUCATION: a tactical games approach
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Stephen Mitchell, Judith Oslin and Linda Griffin
This book teaches the tactical games approach by game category: invasion games, net/wall games, striking/fielding games, and target games. This approach to teaching tactics, skills, and off-the-ball movements using modified or conditioned games allows greater flexibility for the teacher. What's more, it increases the transfer of tactics and skills across games for students and allows students to experience the excitement of play before practicing specific skills. For each game category, the book presents three progressive levels of units containing up to 30 detailed lesson plans. Each of the 91 lessons is designed to allow teachers flexibility in planning and progression. In addition to clearly explaining the concepts of tactical teaching, the authors provide a wealth of practical material for teaching and assessment. In particular, the chapter on assessment provides sample tools for authentic assessment in the psychomotor, cognitive, behavioural and social, and affective learning domains. Another chapter details how to build a curriculum using the games approach. https://www.amazon.com/Sport-Foundations-Elementary-Physical-Education/dp/0736038515 |
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tEACHING gAMES FOR UNDERSTANDING IN PHYSICAL EDUCATION AND SPORT: aN INTERNATIONAL PERSPECTIVE
Butler, J.I., Griffin, L.L., Lombardo, B. & Nastasi, R. (Eds.)
Presents selected quality representative papers from the Teaching Games for Understanding Conference, which took place in New Hampshire in 2001.
Presents selected quality representative papers from the Teaching Games for Understanding Conference, which took place in New Hampshire in 2001.
TEACHING AND LEARNING TEAM SPORTS AND GAMES
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Jean-Francis Gréhaigne, Jean-François Richard and Linda L. Griffin (Eds.)
Written as a resource for both pre-service and in-service educators, this theory-to-practice book focuses on the foundations and applications of constructivism applied to the teaching and learning of invasion sports and games. https://www.routledge.com/Teaching-and-Learning-Team-Sports-and-Games/Grehaigne-Richard-Griffin/p/book/9780415946407 |
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TEACHING GAMES FOR UNDERSTANDING: THEORY. RESEARCH AND PRACTICE
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Joy Butler and Linda Griffin (Eds.)
This book presents a comprehensive look at the TGfU model and provides multiple perspectives from 17 contributors in 6 countries. It details the history, theory, research, and practice of the approach (also known as the tactical games model and the games sense model) and enables readers to better understand and apply TGfU. The book explores why and how to involve students in the construction of games, how to use the model in curriculums at the elementary and secondary levels and in teacher education programs, and how assessment factors in. It examines how to integrate the model with sport education, covers the social interactions and decision-making processes involved in the model, and details the implications of model-based instruction for research on teaching. It also presents real-life stories of teachers successfully implementing this approach. Finally, it takes a look at the future direction for TGfU, considering its continuing evolution. Highly readable and widely applicable, this book is a vital text in the field of sport education, affording readers a solid foundation for understanding and using TGfU. As such, it is a valuable resource for preservice and in-service teachers, teacher educators, and coaches around the world. https://www.human-kinetics.co.uk/9780736045940/teaching-games-for-understanding/ |
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TGFU- SIMPLY GOOD PEDAGOGY
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Tim Hopper, Joy Butler and Brian Storey (Eds.)
A product of the 4th Annual International TGfU Conference. An ideal text for preservice teacher education programs. Brings together the ideas and perspectives of leading global. This text highlights the current research and practice from around the world in games teaching and coaching inspired by the TGfU approach. A selection of accepted papers from the conference form the basis of the texts. The book is divided into four sections. Section 1 offers a broader introduction to the TGfU approach offering an overview of the approach, insights on learning and a historical perspective on the roots of the TGfU approach. Section 2 focuses on how TGfU has generated new ideas in the physical education curriculum. Section 3 focuses on coaching approaches for developing tactical understanding and skill performance in novice and expert players. Section 4 focuses on innovations informed by the TGfU approach and how these are implemented by both in-service and pre-service teacher settings. https://books.google.co.uk/books/about/TGFU_Simply_Good_Pedagogy.html?id=N7EsQwAACAAJ&redir_esc=y |
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FMS: BEYOND THE FUNDAMENTALS A GAMES APPROACH
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PHE Canada
This book is designed for physical activity leaders of youths ages 11 through 18 in the Train to Train and Active for Life stages of the LTAD Model. This resource provides the theory and practice for young people to develop more specialized and contextualized variations of fundamental movement skills that are transferable to several sports. This handbook introduces and addresses a tactical games approach within the contexts of skill development and fitness games, striking and fielding games, net and wall games, and territorial games. It focuses on the step-by-step process of using games to develop and refine movement skills in complex sport situations and reflects the cognitive and emotional aspects of sport. The book builds on fitness-related concepts such as speed, strength, stamina, coordination, balance, and agility as related to game play. Finally, it provides examples of assessment tools, suggested readings, and useful resources. https://phecanada.ca/programs/fundamental-movement-skills-series |
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TRANSFORMING PLAY: TEACHING TACTICS AND GAMES SENSE
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Dennis Slade
The traditional, highly structured, teacher-directed approach of teaching tactics and skills separate from games is quite boring for kids—who, after all, just want to play the game. Transforming Play: Teaching Tactics and Game Sense shows you how to use games to keep kids active and involved. It also shows you how to teach kids the fundamental movement skills and knowledge of basic game strategy that will help them develop a lifelong love of activity. You will learn how using a game sense approach to teaching games and sports can make activity meaningful for all kids, from the novice to the very skilled. https://us.humankinetics.com/products/transforming-play-pdf |
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MORE TEACHING GAMES FOR UNDERSTANDING: MOVING GLOBALLY
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Joy Butler and Linda L. Griffin (Eds.)
With "More Teaching Games for Understanding: Moving Globally," you can learn and apply an innovative approach to teaching games that has been used around the world for 30 years in school and sport settings. Editors Joy Butler and Linda Griffin bring the teaching games for understanding (TGfU) approach to life for you in this practical book. "More Teaching Games for Understanding" follows Griffin and Butler's highly successful 2005 book, "Teaching Games for Understanding." This new book is based on the Fourth International TGfU Conference held in 2008 and includes all-new chapters written by 27 world-renowned contributors representing 6 countries. The preface and foreword are written by the founders of TGfU, Rod Thorpe, David Bunker, and Len Almond. This book is not a rehash or a revision of the 2005 book; it presents all-new material on TGfU. https://www.human-kinetics.co.uk/9780736083348/more-teaching-games-for-understanding/ |
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RECONCEPTUALIZING PHYSICAL EDUCATION THROUGH TEACHING GAMES FOR UNDERSTANDING
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Joy Butler (Ed.)
By using Teaching Games for Understanding (TgfU) as a catalyst for thinking about ontological and epistemological issues in Physical Education, the teachers, researchers, and authors of this book have become ambassadors for new ideas that challenge some of our entrenched educational values. We are proud to be able to share some of their pioneering research, which we believe will be of great interest to others in the field who are interested in constructivist, student-centred, and holistic approaches to teaching and learning in games education. https://www.amazon.co.uk/Reconceptualizing-Physical-Education-Teaching-Understanding/dp/1105021998 |
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PLAY PRACTICE: ENGAGING AND DEVELOPING SKILLED players from beginner to elite
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Alan Launder and Wendy Plitz
This book focuses on teaching game play first instead of technique and skill an approach that sets it apart from other games approach texts. It provides answers to many of the problems that sports educators face, such as motivating reluctant or resistant students. Part I introduces the innovative Play Practice approach and explains how it can lead to more effective coaching and teaching. Part II applies Play Practice to a great variety of games and describes specific approaches to improving technical ability and developing game sense. Part III discusses techniques the sports educator can use to make the Play Practice approach most effective. The book s 50 illustrations and 20 photos demonstrate specific approaches to games as well as ideas that can work for multiple games. These features will help you visualize how to apply the Play Practice approach with beginners as well as elite players in sports as diverse as skiing and tennis. This book will challenge your thinking about how sports should be taught, help you reassess your own methods, and provide a new and versatile model you can apply with great success one practice, one game at a time. https://www.amazon.co.uk/Play-Practice-Launder-Wendy-Piltz/dp/0736097007 |
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GAMES SENSE: PEDAGOGY FOR PERFORMANCE, PARTICIPATION AND ENJOYMENT
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Richard Light
Game Sense is an exciting and innovative approach to coaching and physical education that places the game at the heart of the session. It encourages the player to develop skills in a realistic context, to become more tactically aware, to make better decisions and to have more fun. Game Sense is a comprehensive, research-informed introduction to the Game Sense approach that defines and explores key concepts and essential pedagogical theory, and that offers an extensive series of practical examples and plans for using Game Sense in real teaching and coaching situations. The first section of the book helps the reader to understand how learning occurs and how this informs player-centred pedagogy. It also explains the relationship between Game Sense and other approaches to Teaching Games for Understanding. The second section of the book demonstrates how the theory can be applied in practice, providing a detailed, step-by-step guide to using Game Sense in eleven sports, including soccer, basketball, field hockey and softball. Game Sense is invaluable reading for all students of physical education or sports coaching, any in-service physical education teacher or any sports coach working with children or young people. https://www.routledge.com/Game-Sense-Pedagogy-for-Performance-Participation-and-Enjoyment/Light/p/book/9780415532884 |
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COMPLEXITY THINKING IN PHYSICAL EDUCATION: REFRAMING CURRICULUM, PEDAGOGY AND RESEARCH
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Alan Ovens, Tim Hopper and Joy Butler (Eds.)
In the past two decades, complexity thinking has emerged as an important theoretical response to the limitations of orthodox ways of understanding educational phenomena. Complexity provides ways of understanding that embrace uncertainty, non-linearity and the inevitable ‘messiness’ that is inherent in educational settings, paying attention to the ways in which the whole is greater than the sum of its parts. This is the first book to focus on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning. Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education. It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice. https://www.routledge.com/Complexity-Thinking-in-Physical-Education-Reframing-Curriculum-Pedagogy/Ovens-Hopper-Butler/p/book/9780415645171 |
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PLAY WITH PURPOSE: DEVELOPING NETBALL GAMES SENSE
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Shane Pill
Play with Purpose: Developing Netball Game Sense focuses on a game-centred Game Sense approach to teaching netball. This resource presents a long term development model for Game Sense sport teaching for novice-beginners through to experienced netball players. It will enhance netball players game development at all stages of the players game learning. The resource emphasises learning of the strategies and skills required to participate more confidently and in a 'thinking' way. The book contains more than 40 successful, modified and lead-up games structured with a particular focus for maximum participation. Examples of Key Questions at each level of game development are included, as well as examples of game modifications to challenge or further develop skill learning. Games flow from 'fundamental sport skills' to 'developing a game plan'. It is relevant for teachers and coaches from primary aged children to youth and adult netball. https://www.achper.org.au/products/all/play-with-purpose-developing-netball-game-sense |
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PLAY WITH PURPOSE: tHE GAMES SENSE COACHING APPROACH FOR AFL
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Shane Pill
Play with Purpose: Developing Game Sense in AFL Footballers is a book that enhances Australian football sport teaching by instructing teachers and coaches how to teach football without students in lines and ‘waiting for a turn’. The book bridges the gap between the game sense theory and practical application of game-centred skill teaching. The activities are user friendly, with easy to understand diagrams, questions and activities. This is an essential resource for all Australian football teachers and coaches. https://www.achper.org.au/products/all/play-with-purpose-the-game-sense-coaching-approach-for-australian-football-afl |
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PLAY WITH PURPOSE: THE GAMES SENSE COACHING APPROACH FOR SOCCER
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Shane Pill
This resource emphasises learning of the tactical and technical connection required for expertise right from players beginning game development. The player-central and game-based nature of the Game Sense approach shown in this resource works with the fundamental reason for participation - to play. Play with Purpose: The Game Sense Coaching Approach for Football (Soccer) explains the Game Sense coaching approach at each stage of player development, and contains more than 50 game-based practice activities, with examples of focus questions and game modifications for every activity. It is relevant for teachers and coaches from primary aged children to youth and adult football. The resource can also be used as a developmental model for clubs to base their player pathway programs. https://www.achper.org.au/products/all/play-with-purpose-the-game-sense-coaching-approach-for-football-soccer |
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CONTEMPORARY DEVELOPMENTS IN GAMES TEACHING
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Richard Light, John Quay, Stephen Harvey and Amanda Mooney (Eds.)
The teaching of games is a central component of any physical education or youth sport programme. Contemporary Developments in Games Teaching brings together leading international researchers and practitioners in physical education and sports coaching to examine new approaches in games teaching and team sport coaching that are player/student-centred and inquiry-based. The book aims to bridge the gap between research and practice by exploring contemporary games teaching from pedagogical, policy and research perspectives. It offers interesting new commentary and research data on well-established models such as Teaching Games for Understanding (TGfU), Game Sense, and the Games Concept Approach (GCA), as well as introducing innovative and exciting approaches emerging in East Asia, including Singapore, Japan and Taiwan. Representing the most up-to-date survey of new work in contemporary games teaching around the world, this book is invaluable reading for any student, researcher, in-service teacher or sports coach with an interest in games teaching or physical education. https://www.routledge.com/Contemporary-Developments-in-Games-Teaching/Light-Quay-Harvey-Mooney/p/book/9781138908192 |
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PLAY WITH PURPOSE: FOR FUNDAMENTAL MOVEMENT SKILLS TEACHING
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Shane Pill
A teaching guide for early years and primary educators for physical education and daily PE. Fundamental Movement Skill development is an important part of the curriculum. Children’s perceptions of self as competent, confident and socially accepted within physical activity contexts influences their positive mind towards physical activity seeking behaviour, as well as potentially influencing academic outcomes. Essentially, Fundamental Movement Skills developed in the early and primary years are not only necessary in meeting preparing for the curriculum expectations of middle and senior years’ physical education, but necessary cognitive, physical and social preparation for the lifelong pursuit of active and healthy living. This resource focuses on locomotor and manipulative skills to develop the basis upon which the movement skills of recreational games and modified sport can be taught. https://www.achpersa.com.au/wb/pages/resources/play-with-purpose-for-fundamental-movement-skills-teaching.php https://books.google.co.uk/books/about/Play_With_Purpose.html?id=qT86ngEACAAJ&redir_esc=y |
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DEVELOPING THINKING PLAYERS: BASEBALL/SOFTBALL EDITION
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Barrie Gordon
Baseball and softball both require a deep understanding of the game and how contextual factors impact on tactics to play well. When players have developed this deeper understanding it brings an extra dimension to their play. The Developing Thinking Players (DTP) approach is based on the strong belief that appropriate coaching/teaching will lead to every player becoming a smarter player. It uses game based scenarios, played out in real game situations, to help players to develop their understanding of the game and to learn to make good decisions. The book presents twenty-five different scenarios. Each scenario has the innings, score, batters out and the runners on base detailed. For each scenario three outcomes, ranked from a three pointer for the best through to one point for the less favoured, are supplied for both the batting and fielding team. Once the scenario is shown to the players they are asked to work out the tactics that will give them the best opportunity to score their team the maximum points while restricting the oppositions scoring. Then the scenario is played out as in a real game and points awarded. While there are a number of ways of running the programme the most common is to allow the players’ time to discuss what happened and whether they need to modify their tactics before repeating the scenario. The DTP programme is designed with a great deal of flexibility. This allows it to be implemented successfully by teaches and coaches of all levels of experience and knowledge. It supplies an opportunity for coaches and teachers to stimulate interest and generate authentic learning for their players. As such it is a valuable additional resource for all coaches and teachers of physical education. http://thinkingplayers.com/ |
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PLAY WITH PURPOSE: developing thinking players- A GAMES SENSE RESOURCE FOR RUGBY union, league and touch
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Shane Pill
The book focuses on a player-centred and game-based Game Sense approach to teach the rugby codes. This three-in-one resource encompasses all codes as Invasion Games that share common training activities for ball movement and running patterns in the introduction, refinement and developing stages of game development. It includes over 50 game-based practice activities are explained that include using the CHANGE IT formula of modifying to focus attention on specific tactical or technical game understanding. It has been divided into four key sections – games to develop key fundamental movements skills, applying movement skills learnt in small-sided modified games, game and play practices to develop core Rugby skills and practicing ‘game-like’ movement patterns. It uses examples of coding tools that can be used to assess player skill development. Relevant for teachers and coaches from primary aged children to youth adult rugby. https://www.achper.org.au/products/all/play-with-purpose-a-game-sense-resource-for-rugby |
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PLAY WITH PURPOSE: GAMES SENSE TO SPORT LITERACY
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Shane Pill
Play with Purpose 3rd Edition is a compilation of ideas and activities produced from over twenty years of working with a game-centred Game Sense and Sport Education approach to physical education games and sport teaching. It includes more than 70 modified and lead up games that have been successfully used with students to promote game-centred sport learning. The book is a great support for the physical education and sport education program in schools and in the junior sport coaching environment. It helps keep the motivation in sport related games learning by emphasising understanding of the game and strategies to assist teachers accelerate skill learning. It is ideal for classroom teachers looking for ideas and activities as well as specialist physical education teachers keen to take the games for understanding approach further. A feature of the book is its relevance for teachers and students from primary to the middle years of secondary school. https://www.achper.org.au/products/all/play-with-purpose-game-sense-to-sport-literacy-revised-3rd-edition |
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PLAYING FAIR
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Joy Butler
This book shows teachers how to create the learning environments typical of the Teaching Games for Understanding (TGfU) approach. This text takes the TGfU approach to a new level, incorporating the development of group processes and democratic behaviors that promote personal growth as well as the ability to thrive in group situations. Antisocial behavior and bullying are ongoing problems in schools today. The concepts and practical ideas for lessons offered in Playing Fair address those problems proactively as students learn about conflict resolution, inclusion, democratic decision making, leadership, and bullying. The topics in this book come together in developing the cognitive, psychomotor, and affective domains, all primary goals of the physical education curriculum.The first part of the book covers the process of inventing games and the democratic principles involved, how social justice can be taught and learned through games, understanding the TGfU classification system, curriculum design, and pedagogical principles. The remaining 10 chapters show how to implement the concepts presented in the earlier chapters. Readers learn how to invent and play a variety of games: target games, striking games, net/wall games, and invasion games. An excellent resource for in-service physical education teachers, pre-service teachers and graduate students. https://us.humankinetics.com/products/playing-fair |
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PERSPECTIVES ON GAMES-BASED COACHING
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Shane Pill (Ed.)
This book offers new perspectives on game-based coaching (GBC), one of the most important practices for session design and instructional delivery in sport coaching. GBC emphasises the sport coach as educator and the development of ‘thinking players’, and this book demonstrates what that means in practice. It brings together leading and innovative thinkers and practitioners in coaching pedagogy, and aims to stimulate reflection by the reader on their own coaching practice. Reviewing recent theoretical developments and current research in GBC, the book provides in-depth examples on how research can be applied in practice, including the use of digital video games, immersive scenario-based coaching narratives, and the Game Sense approach as ‘play with purpose’. Representing the most up-to-date and engaging introduction to the theory and practice of GBC, this book is invaluable reading for all students of physical education and sport coaching, as well as practising coaches and coach educators. https://www.routledge.com/Perspectives-on-Game-Based-Coaching/Pill/p/book/9780367440473 |
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LIFETIME CONTRIBUTIONS IN PHYSICAL EDUCATION: CELEBRATING THE LIVES AND WORK OF LEN ALMOND (1938-2017) AND JOY BUTLER (1957-2019)
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Steve Mitchell and Linda Griffin (Eds.)
Len Almond and Joy Butler were giants in the field of Physical Education pedagogy and especially in their advocacy for, and leadership of, the Teaching Games for Understanding (TGfU) movement. Sadly, Len and Joy passed away within two years of each other. This book celebrates their work and their combined legacy, containing reprints of some of Len and Joy’s most influential articles and book chapters, in some cases with commentary from colleagues and in other cases standing alone. Other chapters in the book are commentaries provided by noted scholars who are particularly close to Len or Joy’s work. The book begins with a chapter in which Len issues a call to action for teachers to be researchers into their own TGfU practice and ends with a reprint of Joy’s study, co-authored with Richard Light, into teachers perceptions of their own TGfU development, a piece of research that met with Len’s approval. https://www.pescholar.com/store/books/lifetime-contributions-physical-education-len-almond-joy-butler/ |
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DEVELOPING GAMES SENSE IN PHYSICAL EDUCATION and sport
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Ray Breed and Michael Spittle
This book provides both the theoretical foundation and the practical application that teachers and coaches need to confidently teach their students and athletes the skills and game sense they need to successfully compete in games and sports. The text first provides an overview and theoretical framework of the concepts of skill, skill development, game sense, and assessment. It then goes on to explore the links between fundamental motor skills, game sense, and physical literacy. Later chapters offer thematic unit and lesson plans as well as assessment ideas. Practical resources, game ideas and descriptions, and assessment ideas are supplied, along with the practical application of game sense, teaching for skill transfer, structuring games, developing questioning techniques, and organizing sessions. The book will allow coaches and teachers to develop the tactical, technical, and strategic skills their athletes and students need in game contexts. Coaches and teachers will also be able to help learners develop personal, social, and relationship skills. As a result, learners will be able to more effectively participate in, and enjoy, team games. https://www.human-kinetics.co.uk/9781492594147/developing-game-sense-in-physical-education-and-sport/ |
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GAMES SENSE for teaching and coaching: INTERNATIONAL PERSPECTIVES
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Richard Light and Christina Curry (Eds.)
Sport coaching has grown significantly as an area of research interest with an expanding number of sport coaching programs offered. The past decade or so has also seen significant interest in games-based approaches to coaching and teaching games. On a global level, Game Sense is one of the most recognized athlete-centred approaches for team sports, probably close behind Teaching Games for Understanding. Game Sense for Coaching and Teaching provides an understanding of how an Australian approach to coaching has grown and developed as it has been taken up across the globe. While the focus is on Game Sense, the book also offers insights into how any coaching or physical education (PE) teaching approach changes as it is adapted to different contexts across the world, examining the theoretical, historical and philosophical foundations of sport coaching and teaching in schools. This book is particularly useful for undergraduate and post-graduate sport coaching and PE courses but is also likely to be of interest for all practicing sports coaches or physical education teachers and lecturers. https://www.routledge.com/Game-Sense-for-Teaching-and-Coaching-International-Perspectives/Light-Curry/p/book/9780367741587 |
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SCIENTIFIC APPROACHES TO GOALKEEPING IN FOOTBALL: Games-based goalkeeper training
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Andy Elleray
Goalkeeping training in football has long utilised a drill-based approach, often with a major technical focus. But there is an alternative approach; one that centres around specially-designed games that enhance and mould key goalkeeping characteristics. The Games-Based methodology looks to complement the traditional goalkeeper coaching pathway, and the ideas behind it have stemmed from observations around goalkeepers who are technically and physically proficient, but who lack the decision-making capabilities to transfer their ‘drill-based’ proficiency to the game as a whole. In this full-colour book, containing 45 illustrated training exercises, goalkeepers will work on areas of their game relevant to their position as they are made to think quickly and do what comes naturally to them. They will learn to cope with new and challenging situations in these games and often how to work in a team to win points or solve a problem. Much of games-based goalkeeper training is designed for coaches who have a large group of goalkeepers to work with. With large numbers, it is tough to do small technical practices in goals because of space constraints and having so many goalkeepers not working. This is an updated and revised version of “65 Goalkeeper Training Exercises: Modern Games-Based Soccer Drills for Shot Stopping, Footwork, Distribution, and More”. https://www.amazon.co.uk/Scientific-Approaches-Goalkeeping-Football-Games-Based/dp/1910773808/ref=sr_1_1?dchild=1&keywords=andy+elleray&qid=1633527303&sr=8-1 |
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TBC
