Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

Mitchell Hewitt; Shane Pill; Rebecca McDonald

doi:10.24197/aefd.1.2018.46-67

Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

Mitchell Hewitt, Shane Pill, Rebecca McDonald

College of Education, Psychology and Social Work

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Abstract

The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.

Original language	English
Pages (from-to)	46-67
Number of pages	22
Journal	Agora Para La Educacion Fisica y el Deporte
Volume	20
Issue number	1
DOIs	https://doi.org/10.24197/aefd.1.2018.46-67
Publication status	Published - 20 May 2018

Bibliographical note

Copyright (c) 2018 Mitchell Hewitt, Shane Pill, Rebecca McDonald
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The articles published at Agora for Physical Education and Sport will have a “Creative Commons Attribution-Non Commercial” (CC-BY-NC) license.

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Ágora para la Educación Física y el Deporte.

Keywords

game sense approach
pedagogy
constraint-led

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10.24197/aefd.1.2018.46-67Licence: CC BY-NC

Hewitt_Informing_P2018Final published version, 350 KBLicence: CC BY-NC

Cite this

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title = "Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools",

abstract = "The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.",

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Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

Abstract

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Keywords

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