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B. Tolgfors, D. Barker, G. Nyberg & H. Larsson. (2023) Assessment for and of learning in nonlinear movement education practices. Physical Education and Sport Pedagogy 0:0, pages 1-14.
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Carmen Barquero-Ruiz & David Kirk. (2023) If ‘the medium is the message’, what do students learn to do in NLP and GBAs within physical education?. Curriculum Studies in Health and Physical Education 0:0, pages 1-18.
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Craig Parkes & Michael A. Hemphill. (2023) Hardcore coaching and hardcore fitness-oriented preservice teachers delivery of teaching games for understanding. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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Brad Jones, Narelle Eather, Andrew Miller & Philip J. Morgan. (2023) Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial. Physical Education and Sport Pedagogy 0:0, pages 1-18.
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J. Mustell, S. Geidne & D. Barker. (2022) How ball games experts legitimate ball games knowledge within Swedish physical education teacher education. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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María T. Morales-Belando, David Kirk & José L. Arias-Estero. (2022) A Systematic Review of Teaching Games for Understanding Intervention Studies From a Practice-Referenced Perspective. Research Quarterly for Exercise and Sport 93:4, pages 670-681.
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Lars Bjørke & Ashley Casey. (2022) Practising collaboration in model implementation in physical education. Physical Education and Sport Pedagogy 0:0, pages 1-14.
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Oscar Chiva-Bartoll & Javier Fernández-Rio. (2022) Advocating for Service-Learning as a pedagogical model in Physical Education: towards an activist and transformative approach. Physical Education and Sport Pedagogy 27:5, pages 545-558.
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Ashley S. Threatt, Kelly L. Simonton & Todd E. Layne. (2022) Motivating Students Through Content and Curriculum Models: Building a Sport Education Tactical Games Model (SETGM) Unit on Spikeball. Journal of Physical Education, Recreation & Dance 93:7, pages 31-38.
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J. T. Mckeever & L. E. Runceanu. (2022) Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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A.G.M. de Bruijn, R. Mombarg & A.C. Timmermans. (2022) The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills. Physical Education and Sport Pedagogy 27:4, pages 422-439.
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Robin Lindgren Fjellner, Valeria Varea & Dean Barker. (2022) How physical education teachers are positioned in models scholarship: a scoping review. Physical Education and Sport Pedagogy 0:0, pages 1-17.
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Sarahjane Belton, Wesley O’Brien, Elaine Murtagh, Joao Costa, Johann Issartel, Jamie McGann & Mika Manninen. (2022) A new curriculum model for second-level physical education: Y-PATH PE4Me. Curriculum Studies in Health and Physical Education 13:2, pages 101-122.
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Paul Godbout & Jean-Francis Gréhaigne. (2022) Regulation of tactical learning in team sports – the case of the tactical-decision learning model. Physical Education and Sport Pedagogy 27:3, pages 215-230.
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Kendall Jarrett. (2022) The Utility of Game-Based Approaches within the PE Curriculum Design and Implementation Process to Develop “More Knowledgeable Others”. Strategies 35:3, pages 3-10.
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Olivier Vors & Laure-Anne Bourcier. (2022) Synthesis and literature review of different mixed methods designs in pedagogical research in physical education. Physical Education and Sport Pedagogy 27:2, pages 117-129.
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Ludvig Johan Torp Rasmussen, Vlad Petre Glăveanu & Lars Domino Østergaard. (2022) “The principles are good, but they need to be integrated in the right way”: Experimenting with creativity in elite youth soccer. Journal of Applied Sport Psychology 34:2, pages 294-316.
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Javier Fernandez-Rio & Damián Iglesias. (2022) What do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy 0:0, pages 1-16.
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Peter A. Hastie, Andy Stringfellow, Jerraco L. Johnson, Cory E. Dixon, Nikki Hollett & Kurt Ward. (2022) Examining the concept of engagement in physical education. Physical Education and Sport Pedagogy 27:1, pages 1-18.
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Tim Heemsoth, Leif Boe, Frederik Bükers & Claus Krieger. (2022) Fostering pre-service teachers’ knowledge of ‘teaching games for understanding’ via video-based vs. text-based teaching examples. Physical Education and Sport Pedagogy 27:1, pages 77-90.
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Obidiah Atkinson & Jamie Jacob Brunsdon. (2022) Changing the Score: Alternative Assessment Strategies and Tools for Sport in Middle School Physical Education. Strategies 35:1, pages 23-30.
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Paul Kinnerk, Philip E. Kearney, Stephen Harvey & Mark Lyons. (2021) An investigation of high-performance team sport coaches’ planning practices. Sports Coaching Review 0:0, pages 1-28.
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Jeffrey Lindauer & Clancy Seymour. (2021) Like Riding a Bike: Tactical Intentionality in a PETE Curriculum. Journal of Physical Education, Recreation & Dance 92:8, pages 50-58.
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Timothy Konoval, Jim Denison & Joseph Mills. (2021) Fitting in and getting fit: a post-structuralist analysis of athletes’ experiences of less disciplinary coaching practices. Sports Coaching Review 10:3, pages 249-273.
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Zoë Avner, Jim Denison, Luke Jones, Emma Boocock & Edward Thomas Hall. (2021)
Beat the Game: a Foucauldian exploration of coaching differently in an elite rugby academy. Sport, Education and Society 26:6, pages 676-691.
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Ashley Casey, Ann MacPhail, Håkan Larsson & Mikael Quennerstedt. (2021) Between hope and happening: Problematizing the M and the P in models-based practice. Physical Education and Sport Pedagogy 26:2, pages 111-122.
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Richard Bowles & Anne O’Dwyer. (2020) Athlete-centred coaching: perspectives from the sideline. Sports Coaching Review 9:3, pages 231-252.
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Narelle Eather, Brad Jones, Andrew Miller & Philip J. Morgan. (2020) Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The “MASTER” pilot study. Journal of Sports Sciences 38:11-12, pages 1441-1453.
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Anthony Meléndez Nieves & Luis Estrada Oliver. (2019) Introducing a TGfU Mini-volleyball Unit. Journal of Physical Education, Recreation & Dance 90:9, pages 56-60.
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Eirik Aarskog, Dean Barker & Jorunn Spord Borgen. (2019) What were you thinking? A methodological approach for exploring decision-making and learning in physical education. Sport, Education and Society 24:8, pages 828-840.
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Jeroen Koekoek, John van der Kamp, Wytse Walinga & Ivo van Hilvoorde. (2019) Exploring students’ perceptions of video-guided debates in a game-based basketball setting. Physical Education and Sport Pedagogy 24:5, pages 519-533.
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Luis M. García-López, David Gutiérrez, David Sánchez-Mora & Stephen Harvey. (2019) Teachers’ use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy 24:5, pages 463-477.
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Elizabeth Bracco, Ken Lodewyk & Hayley Morrison. (2019) A case study of disengaged adolescent girls’ experiences with teaching games for understanding in physical education. Curriculum Studies in Health and Physical Education 10:3, pages 207-225.
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Shaun Peter Williams & Anthony James Bush. (2019) Connecting knowledge(s) to practice: a Bernsteinian theorisation of a collaborative coach learning community project. Sport, Education and Society 24:4, pages 375-389.
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Don Vinson & Andrew Parker. (2019) Vygotsky and sports coaching: non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education 10:1, pages 91-106.
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María T. Morales-Belando, Antonio Calderón & José L. Arias-Estero. (2018) Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy 23:6, pages 657-671.
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Paul Kinnerk, Stephen Harvey, Ciarán MacDonncha & Mark Lyons. (2018) A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings. Quest 70:4, pages 401-418.
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Hans van der Mars. (2018) Policy Development in Physical Education … The Last Best Chance?. Quest 70:2, pages 169-190.
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D. M. Barker, K. Aggerholm, O. Standal & H. Larsson. (2018) Developing the practising model in physical education: an expository outline focusing on movement capability. Physical Education and Sport Pedagogy 23:2, pages 209-221.
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Stephen Harvey, Shane Pill & Len Almond. (2018) Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy 23:2, pages 166-180.
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Bernat Llobet-Martí, Víctor López-Ros & Ignasi Vila. (2018) The analysis of interactivity in a teaching and learning sequence of rugby: the transfer of control and learning responsibility. Physical Education and Sport Pedagogy 23:1, pages 84-102.
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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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Ed Cope, Mark Partington & Stephen Harvey. (2017) A review of the use of a systematic observation method in coaching research between 1997 and 2016. Journal of Sports Sciences 35:20, pages 2042-2050.
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Dean Barker, Heléne Bergentoft & Gunn Nyberg. (2017) What Would Physical Educators Know About Movement Education? A Review of Literature, 2006–2016. Quest 69:4, pages 419-435.
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Andrew Miller, Stephen Harvey, David Morley, Roland Nemes, Maggie Janes & Narelle Eather. (2017) Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach. Journal of Sports Sciences 35:18, pages 1846-1857.
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Shane Pill, Stephen Harvey & Brendon Hyndman. (2017) Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: an exploratory #Twitter analysis. Asia-Pacific Journal of Health, Sport and Physical Education 8:2, pages 161-178.
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Ruan Jones, Stephen Harvey & David Kirk. (2016) Everything is at stake; yet nothing is at stake: exploring meaning-making in game-centred approaches. Sport, Education and Society 21:6, pages 888-906.
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S. Harvey. (2016) Building an Increased Evidence Base for Game-Centered Approaches in Professional Practice Settings. Research Quarterly for Exercise and Sport 87:sup1, pages S16-S16.
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D. Kirk. (2016) “Is TGfU a Model Only Test Pilots Can Fly?”: Teacher-Coach Development in Game-Centered Approaches. Research Quarterly for Exercise and Sport 87:sup1, pages S4-S5.
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Edward Thomas Hall, Shirley Gray & John Sproule. (2016) The microstructure of coaching practice: behaviours and activities of an elite rugby union head coach during preparation and competition. Journal of Sports Sciences 34:10, pages 896-905.
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Athanasia Chatzipanteli, N. Digelidis, C. Karatzoglidis & R. Dean. (2016) A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Physical Education and Sport Pedagogy 21:2, pages 169-184.
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Daniel Memmert, Len Almond, David Bunker, Joy Butler, Frowin Fasold, Linda Griffin, Wolfgang Hillmann, Stefanie Hüttermann, Timo Klein-Soetebier, Stefan König, Stephan Nopp, Marco Rathschlag, Karsten Schul, Sebastian Schwab, Rod Thorpe & Philip Furley. (2015) Top 10 Research Questions Related to Teaching Games for Understanding. Research Quarterly for Exercise and Sport 86:4, pages 347-359.
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Victoria A. Goodyear & Ashley Casey. (2015) Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation. Physical Education and Sport Pedagogy 20:2, pages 186-203.
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Ben Dyson. (2014) Quality Physical Education: A Commentary on Effective Physical Education Teaching. Research Quarterly for Exercise and Sport 85:2, pages 144-152.
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Paul Reid & Stephen Harvey. (2014) We're delivering Game Sense … aren't we?. Sports Coaching Review 3:1, pages 80-92.
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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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Gethin Thomas, Kevin Morgan & Isabel Mesquita. (2013) Examining the implementation of a Teaching Games for Understanding approach in junior rugby using a reflective practice design. Sports Coaching Review 2:1, pages 49-60.
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Jan Mustell, Susanna Geidne & Dean Barker. (2023) The transformation of ball games as pedagogic discourse within physical education teacher education. European Physical Education Review.
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Alemayehu WUBALE, Dagnachew KEBEDE & Alemayehu BELAY. (2023) Effects of Game-Based Training Approach on Physical Abilities in Male Youth Volleyball Players. Pamukkale Journal of Sport Sciences 14:2, pages 206-219.
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Ho Jin Chung, Ho Keat Leng & Chanmin Park. (2019) A Foucauldian Analysis on Discourse in Primary School Physical Education Classes in Singapore. Physical Culture and Sport. Studies and Research 83:1, pages 1-15.
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Cláudio Farias, Isabel Mesquita & Peter Andrew Hastie. (2018) Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review 25:3, pages 691-712.
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Kendall Jarrett & Richard Light. (2018)
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James Mandigo, Ken Lodewyk & Jay Tredway. (2019) Examining the Impact of a Teaching Games for Understanding Approach on the Development of Physical Literacy Using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education 38:2, pages 136-145.
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Sebastián Feu, Javier García-Rubio, María de Gracia Gamero & Sergio J. Ibáñez. (2019) Task planning for sports learning by physical education teachers in the pre-service phase. PLOS ONE 14:3, pages e0212833.
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Jan-Erik Romar, Jani Sarén & Peter Hastie. 2018. Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization. Sport Pedagogy - Recent Approach to Technical-Tactical Alphabetization.
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Niek Pot, Margaret E. Whitehead & Elizabeth J. Durden-Myers. (2018) Physical Literacy From Philosophy to Practice. Journal of Teaching in Physical Education 37:3, pages 246-251.
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Stephen Harvey, Alexander Gil-Arias, Megan Lorraine Smith & Lindsey Rachel Smith. (2017) Middle and Elementary School Students’ Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model. Journal of Human Kinetics 59:1, pages 39-53.
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Heinz Reinders, Olaf Hoos, Gernot Haubenthal & Stefanie Varlemann. (2017) Identifikation mit einer Trainingsumwelt, Zielfokussierung und fußballspezifische Fähigkeiten bei NachwuchsfußballerinnenIdentification with a training environment, goal-orientation and soccer skills in gifted soccer girls. German Journal of Exercise and Sport Research 47:3, pages 255-263.
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Ashley Casey. (2016) Student interactions in the hidden curriculum. European Physical Education Review 23:3, pages 366-371.
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Dean Barker, Tristan Wallhead & Mikael Quennerstedt. (2016) Student learning through interaction in physical education. European Physical Education Review 23:3, pages 273-278.
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Alexander Gil-Arias, Stephen Harvey, Adrián Cárceles, Alba Práxedes & Fernando Del Villar. (2017) Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLOS ONE 12:6, pages e0179876.
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Sara Santos, Sergio Jiménez, Jaime Sampaio & Nuno Leite. (2017) Effects of the Skills4Genius sports-based training program in creative behavior. PLOS ONE 12:2, pages e0172520.
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Stephen Harvey, Yang Song, Jun-Hyung Baek & Hans van der Mars. (2016) Two sides of the same coin. European Physical Education Review 22:4, pages 411-429.
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Sara D. L. Santos, Daniel Memmert, Jaime Sampaio & Nuno Leite. (2016) The Spawns of Creative Behavior in Team Sports: A Creativity Developmental Framework. Frontiers in Psychology 7.
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Rui Araújo, Isabel Mesquita, Peter Hastie & Cristiana Pereira. (2015) Students’ game performance improvements during a hybrid sport education–step-game-approach volleyball unit. European Physical Education Review 22:2, pages 185-200.
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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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Andrew Miller, Erin Christensen, Narelle Eather, Shirley Gray, John Sproule, Jeanne Keay & David Lubans. (2015) Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?. European Physical Education Review 22:1, pages 113-133.
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Nick O’Leary. (2015) Learning informally to use the ‘full version’ of teaching games for understanding. European Physical Education Review 22:1, pages 3-22.
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Stephen Harvey, Christopher Cushion & Paul Sammon. (2014) Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review 21:2, pages 238-256.
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Lindsey Smith, Stephen Harvey, Louise Savory, Stuart Fairclough, Stephen Kozub & Catherine Kerr. (2014) Physical activity levels and motivational responses of boys and girls. European Physical Education Review 21:1, pages 93-113.
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