Teaching games for understanding and situated learning: re-thinking the Bunker-Thorpe model

4.00
Hdl Handle:
http://hdl.handle.net/10547/233694
Title:
Teaching games for understanding and situated learning: re-thinking the Bunker-Thorpe model
Authors:
Kirk, David ( 0000-0001-9884-9106 ) ; MacPhail, Ann
Abstract:
Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.
Citation:
Kirk, D. and MacPhail, A. (2002) 'Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model', Journal of Teaching in Physical Education 21(2), pp. 177-192.
Publisher:
Human Kinetics
Journal:
Journal of Teaching in Physical Education
Issue Date:
Jan-2002
URI:
http://hdl.handle.net/10547/233694
Additional Links:
http://journals.humankinetics.com/jtpe-back-issues/JTPEVolume21Issue2January/TeachingGamesforUnderstandingandSituatedLearningRethinkingtheBunkerThorpeModel
Type:
Article
Language:
en
ISSN:
0273-5024
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorKirk, Daviden_GB
dc.contributor.authorMacPhail, Annen_GB
dc.date.accessioned2012-07-13T13:43:12Zen
dc.date.available2012-07-13T13:43:12Zen
dc.date.issued2002-01en
dc.identifier.citationKirk, D. and MacPhail, A. (2002) 'Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model', Journal of Teaching in Physical Education 21(2), pp. 177-192.en_GB
dc.identifier.issn0273-5024en
dc.identifier.urihttp://hdl.handle.net/10547/233694en
dc.description.abstractBunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.en_GB
dc.language.isoenen
dc.publisherHuman Kineticsen_GB
dc.relation.urlhttp://journals.humankinetics.com/jtpe-back-issues/JTPEVolume21Issue2January/TeachingGamesforUnderstandingandSituatedLearningRethinkingtheBunkerThorpeModelen_GB
dc.subjecttactical approachesen_GB
dc.subjectinstructional modelen_GB
dc.subjectteaching games for understandingen_GB
dc.subjectsport educationen_GB
dc.subjectphysical educationen_GB
dc.titleTeaching games for understanding and situated learning: re-thinking the Bunker-Thorpe modelen
dc.typeArticleen
dc.identifier.journalJournal of Teaching in Physical Educationen_GB
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