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A constraints-led approach as a theoretical model for TGFU
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Type
Book chapter
Citation
Chow, J. Y., Renshaw, I., & Moy, B. (2023). A constraints-led approach as a theoretical model for TGFU. In S. Pill, E.-A. Gambles, & L. L. Griffin (Eds.), Teaching games and sport for understanding (pp. 117–125). Routledge. https://doi.org/10.4324/9781003298298-13
Abstract
Teaching Games for Understanding (TGfU), when presented in the early 1980s, was indeed a breath of fresh air in regard to how physical education (PE) teachers could make games teaching fun and engaging for school children. However, although embraced by university academics, TGfU has had limited uptake by PE practitioners in schools. In contrast to a cognitive perspective, an ecological perspective, based on the contemporary motor learning theory of Ecological Dynamics, recognises the continuous interaction between the mind, the subconscious control mechanisms of the body, and the environment in learning. An alternative PE teaching approach, the constraints-led approach, is distinguished by the grounding of its learning design in Ecological Dynamics. Ecological Dynamics is underpinned by ideas from both Ecological Psychology and Dynamical Systems Theory. Ideas pertaining to the role of affordances in guiding actions is a central concept within Ecological Dynamics.
Date Issued
2023
ISBN
9781003298298 (online)
Publisher
Routledge