Citations (27)
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Roger Munger & Tyler G. Johnson. (2023) Using Writing to Promote Understanding in Physical Education. Journal of Physical Education, Recreation & Dance 94:8, pages 22-28.
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Jeroen Koekoek, Hans van der Mars, John van der Kamp, Wytse Walinga & Ivo van Hilvoorde. (2018) Aligning Digital Video Technology with Game Pedagogy in Physical Education. Journal of Physical Education, Recreation & Dance 89:1, pages 12-22.
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Hege E. Tjomsland, Torill Larsen, Ingrid Holsen, Lars T. Ronglan, Oddrun Samdal & Bente Wold. (2016) Enjoyment in youth soccer: its portrayals among 12- to 14-year-olds. Soccer & Society 17:6, pages 827-842.
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Ian Renshaw, Duarte Araújo, Chris Button, Jia Yi Chow, Keith Davids & Brendan Moy. (2016) Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification. Physical Education and Sport Pedagogy 21:5, pages 459-480.
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D. Barker, M. Quennerstedt & C. Annerstedt. (2015) Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis. Physical Education and Sport Pedagogy 20:4, pages 409-426.
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Victoria Goodyear & Dean Dudley. (2015) “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models. Quest 67:3, pages 274-289.
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Jeroen Koekoek & Annelies Knoppers. (2015) The role of perceptions of friendships and peers in learning skills in physical education. Physical Education and Sport Pedagogy 20:3, pages 231-249.
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Christopher J. Cushion. (2013) Applying Game Centered Approaches in coaching: a critical analysis of the ‘dilemmas of practice’ impacting change. Sports Coaching Review 2:1, pages 61-76.
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RichardL. Light & John
Robert Evans. (2013) Dispositions of elite-level Australian rugby coaches towards game sense: characteristics of their coaching habitus. Sport, Education and Society 18:3, pages 407-423.
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Carrie
Lijuan Wang & AmyS. Ha. (2013) The theory of planned behaviour: predicting pre-service teachers' teaching behaviour towards a constructivist approach. Sport, Education and Society 18:2, pages 222-242.
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Clara
Wee Keat Tan, Jia
Yi Chow & Keith Davids. (2012) ‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy. Physical Education and Sport Pedagogy 17:4, pages 331-348.
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Richard
Lawrence Light. (2011) Opening up learning theory to social theory in research on sport and physical education through a focus on practice. Physical Education and Sport Pedagogy 16:4, pages 369-382.
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Mette
Krogh Christensen, Dan
Nørgaard Laursen & Jan
Kahr Sørensen. (2011) Situated learning in youth elite football: a Danish case study among talented male under-18 football players. Physical Education and Sport Pedagogy 16:2, pages 163-178.
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Joan
Marian Fry, Clara
Wee Keat Tan, Michael McNeill & Steven Wright. (2010) Children's perspectives on conceptual games teaching: a value-adding experience. Physical Education and Sport Pedagogy 15:2, pages 139-158.
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Stephen Harvey, Christopher
J. Cushion, Heidi
M. Wegis & Ada
N. Massa-Gonzalez. (2010) Teaching games for understanding in American high-school soccer: a quantitative data analysis using the game performance assessment instrument. Physical Education and Sport Pedagogy 15:1, pages 29-54.
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Dawn Penney, Ross Brooker, Peter Hay & Lorna Gillespie. (2009) Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education. Sport, Education and Society 14:4, pages 421-442.
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Richard Light. (2008) Learning masculinities in a Japanese high school rugby club. Sport, Education and Society 13:2, pages 163-179.
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Articles from other publishers (10)
Francesco Sgrò, Teresa Iona & Mario Lipoma. 2022. Handbook of Research on Using Motor Games in Teaching and Learning Strategy. Handbook of Research on Using Motor Games in Teaching and Learning Strategy
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Rafael Pombo Menezes, Renato Francisco Rodrigues Marques & Myrian Nunomura. (2018) Teaching handball to players under-12: the perspective of Brazilian coaches. Motriz: Revista de Educação Física 23:4.
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Alba Práxedes, Alberto Moreno, Javier Sevil, Luis García-González & Fernando Del Villar. (2016) A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers. Perceptual and Motor Skills 122:3, pages 742-756.
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Víctor López-Ros. (2016) El « modelo integrado técnico-táctico » de enseñanza deportiva. Origen, contextualización y características metodológicas. Ejournal de la recherche sur l'intervention en éducation physique et sport -eJRIEPS:38.
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Steven Stolz & Shane Pill. (2013) Teaching games and sport for understanding. European Physical Education Review 20:1, pages 36-71.
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Simon Roberts & Stuart Fairclough. (2012) A five-stage process for the development and validation of a systematic observation instrument. European Physical Education Review 18:1, pages 97-113.
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Antonio Méndez-Giménez, Alfonso Valero-Valenzuela & Ashley Casey. (2010) What are we being told about how to teach games? A three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports. (¿Qué sabemos acerca de la enseñanza de los juegos deportivos? Un análisis tridimensional de la investigación comparativa de diferentes estudios de enseñanza en Educación Física Escolar).. RICYDE. Revista Internacional de Ciencias del Deporte 6:18, pages 37-56.
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Luis M. García López, Onofre R. Contreras Jordán, Dawn Penney & Tim Chandler. (2009) The role of transfer in games teaching: Implications for the development of the sports curriculum. European Physical Education Review 15:1, pages 47-63.
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Shirley GrayJohn SprouleC.K. John Wang. (2008) Pupils' perceptions of and experiences in team invasion games: A case study of a Scottish secondary school and its three feeder primary schools. European Physical Education Review 14:2, pages 179-201.
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Jia Yi Chow, Keith Davids, Chris Button, Rick Shuttleworth, Ian Renshaw & Duarte Araújo. (2016) The Role of Nonlinear Pedagogy in Physical Education. Review of Educational Research 77:3, pages 251-278.
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