Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: an exploratory #Twitter analysis

ABSTRACT

This paper examines the use of the microblogging platform Twitter as a tool for research in physical education. The research examined teacher use of game-based approaches (GBAs). A rolling Twitter conversation hosted over the course of 12 hours provided the data for the study. Participants were from 18 countries and they contributed on average 11.80 Tweets per person, and the Twitter conversation had a reach of 110,000 people. Two types of data analysis occurred. The first involved quantitative analysis using Twitter metrics. The second involved qualitative analysis using Leximancer software. The analysis showed ‘teacher’ and ‘questions’ as prominent themes. Although GBAs are proposed as student-centred the teacher remains the pedagogical gate-keeper as the choice to use a GBA was largely based on the feeling of the teacher about the use of the approach. The present study showcases a unique contribution to the literature by sharing a process of mixed method research using a contemporary communication platform.

KEYWORDS:

• Twitter
• games teaching
• game-based
• physical education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Shane Pill is an Associate Professor in the School of Education at Flinders University, Adelaide, South Australia where he is the course coordinator for the Bachelor of Sport, Health and Physical Activity. He was a physical education teacher and school leader for 18 years before commencing a career as a tertiary educator. Shane’s teaching and research is primarily in the field of education: pedagogy and curriculum, in the disciplines of physical education and sport. He is author of the popular with Play with Purpose series of resources for game-centred teaching and coaching.

Stephen Harvey is an Associate Professor in Physical Education Teacher Education at West Virginia University. His research is focused on: (a) advancing teaching/coaching pedagogy through the utilisation of game-centred approaches; (b) emerging technologies and their application to physical education/coaching. Stephen is co-author of Advances in rugby coaching: An holistic approach, and co-editor of Contemporary developments in games teaching, and Ethics in youth sport: Policy and pedagogical applications, all published by Routledge.

Brendon Hyndman is an Academic in Health & Physical Education (HPE) and the elected Chair of the Education Faculty Board at Southern Cross University. Brendon has widespread experience both advancing and applying HPE knowledge (as a researcher and a qualified, registered HPE teacher) across a diverse range of primary, secondary and tertiary settings. A large focus of his research has been on guiding teacher awareness on the range of influences and strategies to develop students’ engagement in school-based physical activities. He has also been passionately unearthing the potential of simulation pedagogy in physical education to enhance students’ engagement with real-life experiences through technology integration.

ORCID

Shane Pill http://orcid.org/0000-0003-3970-6724

Stephen Harvey http://orcid.org/0000-0002-1854-4108

Brendon Hyndman http://orcid.org/0000-0002-7915-7021