In a games-based approach, the idea of understanding is located within the concept of games as decision-laden, problem solving contexts. However, the concept of ‘understanding’ is largely implicit in much of the germane literature. We are arguing for a more deliberate framework to approach the concept of understanding. We propose that the game-based approach to teaching physical education can be underpinned by Gestalt psychological theoretical principles to provide students with more meaningful engagement in the process of learning to play games. The Gestalt psychological principles underpin the learning of games and sport through the Principle of Totality and the Principle of Psychological Isomorphism (Reproductive Thinking). The Gestalt psychological principles are underpinned by meaning making, which is proposed as much ‘deeper’ knowledge, developed over time, involving reflection and agency. While game-based approaches provide an alternative to technical and mechanical (progressive part) notions of what players need to know and do to be ‘skilled players,’ in this paper we question whether game-based approaches also encompass how students in physical education are learning with understanding.
|Number of pages||8|
|Journal||Journal of Teaching in Physical Education|
|Publication status||Published - Oct 2018|