Student learning during a unit of student-designed games
| dc.contributor.author | Casey, Ashley | en_GB |
| dc.contributor.author | Hastie, Peter A. | en_GB |
| dc.contributor.author | Rovegno, Inez | en_GB |
| dc.date.accessioned | 2013-06-27T13:51:56Z | |
| dc.date.available | 2013-06-27T13:51:56Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | Casey, A., Hastie, P., & Rovegno, I. (2011) 'Student learning during a unit of student-designed games', Physical Education & Sport Pedagogy, 16(4), pp.331-350 | en_GB |
| dc.identifier.issn | 1740-8989 | |
| dc.identifier.issn | 1742-5786 | |
| dc.identifier.doi | 10.1080/17408989.2011.557654 | |
| dc.identifier.uri | http://hdl.handle.net/10547/294802 | |
| dc.description.abstract | Aim of the paper was to examine students' learning during their participation in a unit of student-designed games. Conclusions: The student-designed games provided a forum that allowed students to develop a more sophisticated understanding of game structures and game play, but designing games was not easy. However, the findings of this study support the idea that when students design games they discover the impact of the many elements that make up a game. | |
| dc.language.iso | en | en |
| dc.publisher | Taylor and Francis | en_GB |
| dc.relation.url | http://www.tandfonline.com/doi/abs/10.1080/17408989.2011.557654 | en_GB |
| dc.rights | Archived with thanks to Physical Education & Sport Pedagogy | en_GB |
| dc.subject | student-designed games | en_GB |
| dc.subject | physical education | en_GB |
| dc.subject | invasion games | en_GB |
| dc.subject | X300 Academic studies in Education | en_GB |
| dc.title | Student learning during a unit of student-designed games | en |
| dc.type | Article | en |
| dc.identifier.journal | Physical Education & Sport Pedagogy | en_GB |
| html.description.abstract | Aim of the paper was to examine students' learning during their participation in a unit of student-designed games. Conclusions: The student-designed games provided a forum that allowed students to develop a more sophisticated understanding of game structures and game play, but designing games was not easy. However, the findings of this study support the idea that when students design games they discover the impact of the many elements that make up a game. |