AffiliationUniversity of Kent
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AbstractThe fact that strong academic interest in GBAs such as Game Sense has not yet translated as well as expected into significant growth in its uptake in schools is disappointing (Jarrett, 2015; Pill, 2011). Among the possible explanations for this is the need to develop and improve teachers’ pedagogical understanding, experiences and practice of them and this is our focus in this chapter. In it we present the findings of a study that inquired into the different ways in which secondary physical education teachers in England and Australia experienced game-based approaches (GBA) such as Game Sense. The focus of the study was on the nature of the teaching experience, their interpretation of it and the meaning they made of these experiences.
CitationJarrett, K., & Light, R. L. (2021). English and Australian teachers’ interpretation and use of GBA. In. R. L. Light & C. Curry (Eds.) Game sense for teaching and coaching: International perspectives (pp. 135-146). Routledge.
DescriptionThis is an Accepted Manuscript of a book chapter published by Routledge in [Game Sense for Teaching and Coaching: International Perspectives] on [16/03/2021], available online: http://www.routledge.com/Game-Sense-for-Teaching-and-Coaching-International-Perspectives/Light-Curry/p/book/9780367741587
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/