Games-based movement education: developing a sense of self, belonging, and community through games

Show simple item record Smith, Wayne Ovens, Alan Philpot, Rod 2021-07-20T23:19:33Z 2021-07-20T23:19:33Z 2021-2-22
dc.identifier.issn 1740-8989
dc.description.abstract Background: For many years, skill learning has been an important component of primary school physical education (PE) with most lessons focused on the teaching of fundamental movement skills (FMS) or sports techniques (Kirk 2010). Increasingly, the generalist primary school teachers who are responsible for delivering the PE curriculum are facing multiple constraints that impact the quality of their children's skill learning experiences. In Aotearoa New Zealand, the context on which this paper reports, primary school Health and Physical Education (HPE) is dominated by a focus on sports skills and fitness lessons (Dyson, Landi, and Gordon 2018a) taught through teacher directed approaches (Petrie 2008; 2016), and often delivered by external organisations. Purpose: The purpose of this paper is to present the philosophy, content, and trialling of a new movement education resource, titled ‘Movewell’, which is being developed for Aotearoa New Zealand primary teachers. The resource focuses on learning through games and has been designed to support and educate teachers to think differently about the purposes and pedagogies of movement education. The underpinning philosophy of the resource is that through interactive play in inclusive game environments, children not only develop physical skill but also a positive sense of self, sense of belonging and sense of community. Framework: The Movewell resource is based on contemporary skill learning theory, which proposes that learning needs to be situated in well-structured games experiences that are appropriate to the learners’ interests and capabilities. The resource promotes a more encompassing definition of skill and outcomes from movement education than is the norm in Aotearoa New Zealand primary school HPE at present. It promotes the view that playing games offers children opportunities to develop their ‘imagination of possibilities’ as games players as an integral part of skill learning. Importantly, a core design principle is that ‘learning to be skilful is not about learning fundamental movement skills’. Conclusion: The process of designing the resource has demonstrated overwhelmingly that ‘ease of use’ is a primary consideration for teachers and that issues such as access to equipment, access to novel learning activities and their suitability for learners, play a significant role in the uptake and acceptance of the resource. ‘Movewell’ is an initiative that signals a shift from teaching fundamental movement skills to a focus on solving the situational problems inherent in games. It seeks to encourage teachers to reflect on the nature and potential of HPE and ultimately change their practice.
dc.language en
dc.publisher Informa UK Limited
dc.relation.ispartofseries Physical Education and Sport Pedagogy
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.subject Social Sciences
dc.subject Education & Educational Research
dc.subject Games centred learning
dc.subject Movewell resource
dc.subject primary school HPE
dc.subject 1302 Curriculum and Pedagogy
dc.subject 1303 Specialist Studies in Education
dc.title Games-based movement education: developing a sense of self, belonging, and community through games
dc.type Journal Article
dc.identifier.doi 10.1080/17408989.2021.1886267
pubs.issue 3
pubs.begin-page 1
pubs.volume 26 2021-06-14T01:14:42Z
dc.rights.holder Copyright: The author en
pubs.end-page 13
pubs.publication-status Published
dc.rights.accessrights en
pubs.subtype Article
pubs.subtype Journal
pubs.elements-id 842647
dc.identifier.eissn 1742-5786 2021-2-22

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