Promoting perseverance and challenge in physical education: The missing ingredient for improved games teaching

  • Sproule J
  • Ollis S
  • Gray S
 et al. 
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This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience. ABSTRACT FROM PUBLISHER

Author-supplied keywords

  • Challenge
  • Constructivism
  • Games teaching
  • Mindfulness
  • Physical education

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  • Pete AllisonThe Pennsylvania State University, University Park, Pennsylvania

  • John Sproule

  • Stewart Ollis

  • Shirley Gray

  • Malcolm Thorburn

  • Peter Horton

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