The utility of game-based approaches within the PE curriculum design and implementation process to develop “more knowledgeable others”
AffiliationUniversity of Kent
MetadataShow full item record
AbstractVygotsky believed that social interaction played a vitally important role in the development of cognition. This social interaction was often initiated by recognition of a More Knowledgeable Other (MKO). With the development of learners as MKOs being a product of a teacher’s pedagogical choice, the role of pedagogy in the curriculum design process becomes an important consideration. So how do we develop more MKOs in physical education? What should we be considering when we design our physical education curricula of the future? This article presents information relating to the use of a specific family of pedagogical approaches, namely game based approaches (GBAs), as a means to design physical education curricula that develops and recognises learners as MKOs. Also discussed is Wiggins and McTighe’s (2005) Understanding by Design framework and its use in designing a PE curriculum that aligns to the key features of GBA implementation. Finally, strategies are presented to help teachers overcome common challenges of GBA implementation so that more MKOs are recognised and developed in our PE classes.
CitationJarrett, K. (2022). The utility of game-based approaches within the PE curriculum design and implementation process to develop “more knowledgeable others”. Strategies, 35(3), 3-10. https://doi.org/10.1080/08924562.2022.2052774
PublisherTaylor and Francis
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/