Leren en leerprocessen in het bewegingsonderwijs

TGFU IN DUTCH PE: INTEGRATING METHODICAL NOTIONS WITH DIGITAL OBSERVATION TOOLS

Jeroen Koekoek 1

Wytse Walinga 1

1. Windesheim University of Applied Sciences, Zwolle, The Netherlands

In the Netherlands, scholarly attention for the incorporation of game centred approaches, such as Teaching Games for Understanding (TGfU), in PE is lacking. Clearly, there is a dire need to establish research in the field of game learning, teaching, and coaching. Currently, only PE teacher education (PETE) developments and innovations contribute to national ideas of game learning. For example, although a variety of game concepts has been used in PETE curricula, only a few have been recognized nationally and can be allocated to the basic goals of the PE curriculum in the Netherlands (Brouwer et al., 2012). Since TGfU ideas have been integrated with recent developments (i.e., changing pedagogy), secondary schools are able to work with a methodical comprehensive concept that focuses on enhancing learning strategies and thus contributes to game performance.

Koekoek, Dokman, and Walinga (2011) developed a methodical concept of teaching modified games that aims to support both PETE-students when teaching children games in the first two years of secondary education and coaches from sport clubs. The assumption that this method helps PETE students and coaches understand childrens learning to play games in a more integrated way is supported by the following notions:

-Students learn to prepare their lessons from a methodically structured perspective (e.g., Koekoek, Walinga, & Dokman, 2009)

-Students learn how players decision making works, and how they can use it in modified games

-Students learn players to keep them engaged in the game despite the circumstance they meet players with different skill level.

The purpose of this presentation is to give an overview of this teaching concept with particular emphasis on the pedagogical principles of TGfU (sampling, exaggeration, representation, tactical complexity). The study focused on two questions related to the development of game courses in the PETE program:

1.How do students/coaches use a digital observation model in combination with video feedback in order to enhance their teaching skills?

2.How can we teach students/coaches to analyse the balance between attack and defense in games such as soccer and basketball?

Data were obtained through evaluations of PETE game courses, and from a study with PETE students (N=28) and children (N=90), aged 12-14, who participated in a TGfU basketball setting. The focus of this study was to develop a reliable and accurate observational tool that can be used to assess the perception of events that are intricately related to childrens experiences of tactical principles in a modified basketball game. In this presentation we give a short overview of our research in progress that focuses on our experiences of the curriculum model.

References

Brouwer, B., Houthof, D., Massink, M., et al. (2012). Basisdocument bewegingsonderwijs voor de

onderbouw van het voortgezet onderwijs [basic document for the first two years of secondary school]. Zeist: Jan Luiting Fonds.

Koekoek, J., Walinga, W., & Dokman, I. (2009). Understanding baseball in physical education: A methodical approach to enhance learning based on game-like situations. In T. Hopper, J. Butler

& B. Storey (Eds.), TGfUsimply good pedagogy: Understanding a complex challenge (pp. 115-126). Canada, PHE.

Koekoek, J. Dokman, I. & Walinga, W. (2011). Sportspelen [Sportgames]. Den Haag: Boom|Lemma.

Jeroen Koekoek jh.koekoek@windesheim.nl

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