If ‘the medium is the message’, what do students learn to do in NLP and GBAs within physical education?

References

• Araújo, D., Davids, K., & Hristovski, R. (2006). The ecological dynamics of decision making in sport. Psychology of Sport and Exercise, 7(6), 653–676. https://doi.org/10.1016/j.psychsport.2006.07.002
   Web of Science ®Google Scholar
• Araújo, D., Hristovski, R., Seifert, L., Carvalho, J., & Davids, K. (2017). Ecological cognition: Expert decision-making behaviour in sport. International Review of Sport and Exercise Psychology, 12(1), 1–25. https://doi.org/10.1080/1750984X.2017.1349826
   Web of Science ®Google Scholar
• Ashford, M., Abraham, A., & Poolton, J. (2021). Understanding a player’s decision-making process in team sports: A systematic review of empirical evidence. Sports, 9(5), 65. https://doi.org/10.3390/sports9050065
   Web of Science ®Google Scholar
• Australian Sports Commission. (1997). Game sense – developing thinking players. ASC.
   Google Scholar
• Brymer, E., & Davids, K. (2014). Experiential learning as a constraint-led process: An ecological dynamics perspective. Journal of Adventure Education and Outdoor Learning, 14(2), 103–117. https://doi.org/10.1080/14729679.2013.789353
   Google Scholar
• Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18, 5–8.
   Google Scholar
• Bunker, D., & Thorpe, R. (1986). Landmarks on our way to ‘teaching for understanding. In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 5–6). Loughborough University of Technology, Department of Physical Education and Sports Science.
   Google Scholar
• Butler, J. (1997). How would Socrates teach games? A constructivist approach. Journal of Physical Education, Recreation & Dance, 68(9), 42–47. https://doi.org/10.1080/07303084.1997.10605029
   Google Scholar
• Casey, A., & Kirk, D. (2021). Models-based practice in physical education. Routledge.
   Google Scholar
• Chow, J. I., Davids, K., Button, C., & Renshaw, I. (2016). Nonlinear pedagogy in skill acquisition: An introduction. Routledge.
   Google Scholar
• Chow, J. L., Davids, K., Button, C., & Rein, R. (2008). Dynamics of movement patterning in learning a discrete multiarticular action. Motor Control, 12(3), 219–240. https://doi.org/10.1123/mcj.12.3.219
   PubMed Web of Science ®Google Scholar
• Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araújo, D. (2007). The role of nonlinear pedagogy in physical education. Review of Educational Research, 77(3), 251–278. https://doi.org/10.3102/003465430305615
   Web of Science ®Google Scholar
• Connor, J. D., Renshaw, I., & Farrow, D. (2020). Defining cricket batting expertise from the perspective of elite coaches. PLoS ONE, 15(6), e0234802. https://doi.org/10.1371/journal.pone.0234802
   PubMed Web of Science ®Google Scholar
• Correia, V., Carvalho, J., Araújo, D., Pereira, E., & Davids, K. (2019). Principles of nonlinear pedagogy in sport practice. Physical Education and Sport Pedagogy, 24(2), 117–132. https://doi.org/10.1080/17408989.2018.1552673
   Web of Science ®Google Scholar
• Dyson, B., Griffin, L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest (Grand Rapids, Mich ), 56(2), 226–240. https://doi.org/10.1080/00336297.2004.10491823
   Web of Science ®Google Scholar
• Endsley, M. R. (1995). Measurement of situation awareness in dynamic systems. Human Factors, 37(1), 65–84. https://doi.org/10.1518/001872095779049499
   Web of Science ®Google Scholar
• European Commission. (2018). Proposal for a Council Recommendationon Key Competences for Lifelong Learning. Accessed May 2022, from https://education.ec.europa.eu/focus-topics/improving-quality/key-competences
   Google Scholar
• García-González, L. M., Moreno, A., Gil-Arias, A., Moreno, M. P., & Del Villar, F. (2014). Effects of decision training on decision making and performance in young tennis players: An applied research. Journal of Applied Sport Psychology, 26(4), 426–440. https://doi.org/10.1080/10413200.2014.917441
   Web of Science ®Google Scholar
• García-López, L. M., González-Víllora, S., Gutiérrez, D., & Serra, J. (2013). Development and validation of the game performance evaluation tool (GPET) in soccer. Sport TK, 2, 88–99.
   Google Scholar
• Gesbert, V., & Hauw, D. (2019). Commentary: Interpersonal coordination in soccer: Interpreting literature to enhance the representativeness of task design, from dyads to teams. Frontiers in Psychology, 10, 1093. https://doi.org/10.3389/fpsyg.2019.01093
   PubMed Web of Science ®Google Scholar
• Gibson, J. J. (1979). The ecological approach to visual perception. Psychology press.
   Google Scholar
• Godbout, P., & Gréhaigne, J. F. (2022). Making sense of decision making in invasion team sports-A teaching/learning perspective in physical education. Athens Journal of Sports, 9(2), 1–19. https://doi.org/10.30958/ajspo.9-2-1
   Google Scholar
• Gréhaigne, J. F., & Godbout, P. (1995). Tactical knowledge in team sports from a constructivist and cognitivist perspective. Quest (Grand Rapids, Mich ), 47(4), 490–505. https://doi.org/10.1080/00336297.1995.10484171
   Web of Science ®Google Scholar
• Gréhaigne, J. F., Godbout, P., & Bouthier, D. (2001). The teaching and learning of decision making in team sports. Quest (Grand Rapids, Mich ), 53(1), 59–76. https://doi.org/10.1080/00336297.2001.10491730
   Web of Science ®Google Scholar
• Griffin, L., Mitchell, S., & Oslin, J. (1997). Teaching sports concepts and skills: A tactical games approach. Human Kinetics Publishers.
   Google Scholar
• Harvey, S., Cope, E., & Jones, R. (2016). Developing questioning in game-centered approaches. Journal of Physical Education, Recreation and Dance, 87(3), 28–35. https://doi.org/10.1080/07303084.2015.1131212
   Web of Science ®Google Scholar
• Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278–300. https://doi.org/10.1080/17408989.2012.754005
   Web of Science ®Google Scholar
• Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23(2), 166–180. https://doi.org/10.1080/17408989.2017.1359526
   Web of Science ®Google Scholar
• Hopper, T. (2002). Teaching games for understanding: The importance of student emphasis over content emphasis. Journal of Physical Education, Recreation & Dance, 73(7), 44–48. https://doi.org/10.1080/07303084.2002.10607847
   Google Scholar
• Hopper, T., & Rhoades, J. (2022). Part 1 - USTA and tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. https://doi.org/10.1080/08924562.2022.2120745
   Google Scholar
• Kinnerk, P., Harvey, S., MacDonncha, C., & Lyons, M. (2018). A review of the game-based approaches to coaching literature in competitive team sport settings. Quest (Grand Rapids, Mich ), 70(4), 401–418. https://doi.org/10.1080/00336297.2018.1439390
   Web of Science ®Google Scholar
• Kirk, D. (1983a). Theoretical guidelines for ‘teaching for understanding’. Bulletin of Physical Education, 19, 41–45.
   Google Scholar
• Kirk, D. (1983b). A New term for a vacant Peg: Conceptualising physical performance in sport. Bulletin of Physical Education, 19, 38–44.
   Google Scholar
• Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. https://doi.org/10.1080/00131857.2013.785352
   Web of Science ®Google Scholar
• Kirk, D. (2017). Teaching games in physical education: Towards a pedagogical model. Revista Portuguesa de Ciências do Desporto, 17(S1A), 17–26. https://doi.org/10.5628/rpcd.17.S1A.17
   Google Scholar
• Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17(3), 376–387. https://doi.org/10.1123/jtpe.17.3.376
   Web of Science ®Google Scholar
• Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21(2), 177–192. https://doi.org/10.1123/jtpe.21.2.177
   Web of Science ®Google Scholar
• Launder, A. (2001). Play practice: The games approach to teaching and coaching sports. Human Kinetics.
   Google Scholar
• Light, R. L, & Clarke, J. (2021). Understanding the complexity of learning through movement. Physical Education and Sport Pedagogy, 26(3), 268–278. https://doi.org/10.1080/17408989.2021.1886266
   Web of Science ®Google Scholar
• Mauldon, E., & Redfern, H. (1969). Games teaching: A new approach for the primary school. Mcdonald and Evans.
   Google Scholar
• Metzler, M. (2005). Instructional models for physical education. Halcomb Hathaway.
   Google Scholar
• Morales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670–681. https://doi.org/10.1080/02701367.2021.1897066
   PubMed Web of Science ®Google Scholar
• Nations United. (2015). The sustainable development goals agenda 2030 Goal 4: Quality education. Accessed May 2022. https://www.un.org/sustainabledevelopment/education/
   Google Scholar
• Nyberg, G. (2014). Exploring “knowings” in human movement: The practical knowledge of pole-vaulters. European Physical Education Review, 20(1), 72–89. https://doi.org/10.1177/1356336X13496002
   Web of Science ®Google Scholar
• Oslin, J., & Mitchell, S. (2006). Game-centred approaches to teaching physical education. In D. Kirk, D. MacDonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 627–651). SAGE.
   Google Scholar
• Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The game performance assessment instrument (GPAI): development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231–243. https://doi.org/10.1123/jtpe.17.2.231
   Web of Science ®Google Scholar
• Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development. APA Annual Reviews.
   Google Scholar
• Pill, S. (2021). Reconciling approaches: Informing game sense pedagogy with a constraints-led perspective. In R. Light & C. Curry (Eds.), Game sense for teaching and coaching: International perspectives (pp. 25–34). Routledge.
   Google Scholar
• Postman, P. N., & Weingartner, C. (1971). Teaching as a subversive activity.
   Google Scholar
• Práxedes, A., Del Villar, F., Moreno, A., Gil-Arias, A., & Davids, K. (2019). Effects of a nonlinear pedagogy intervention programme on the emergent tactical behaviours of youth footballers. Physical Education and Sport Pedagogy, 24(4), 332–343. https://doi.org/10.1080/17408989.2019.1580689
   Web of Science ®Google Scholar
• Práxedes, A., Moreno, A., Sevil-Serrano, J., García-González, L., & del Villar, F. (2017). The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers. Kinesiology, 49(1), 74–83. https://doi.org/10.26582/k.49.1.6
   Web of Science ®Google Scholar
• Renshaw, I., Araújo, D., Button, C., Chow, J., Davids, K., & Moy, B. (2016). Why the constraints-led approach is not teaching games for understanding: A clarification. Physical Education and Sport Pedagogy, 21(5), 459–480. https://doi.org/10.1080/17408989.2015.1095870
   Web of Science ®Google Scholar
• Renshaw, I., Arnott, P., & McDowall, G. (2020). A constraints-Led approach to golf coaching (1st ed.). Routledge. https://doi.org/10.4324/9781003038917
   Google Scholar
• Renshaw, I., Chow, J., Davids, K., & Hammond, J. (2010). A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis? Physical Education and Sport Pedagogy, 15(2), 117–137. https://doi.org/10.1080/17408980902791586
   Web of Science ®Google Scholar
• Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The constraints-Led approach: Principles for sports coaching and practice design (1st ed.). Routledge. https://doi.org/10.4324/9781315102351
   Google Scholar
• Rhoades, J. L., & Hopper, T. (2019). Reciprocal recursive nonconscious behavior mimicry, PE groupings, and modification-by-adaptation. Curriculum Studies in Health and Physical Education, 11(2), 145–162. https://doi.org/10.1080/25742981.2019.1709088
   Google Scholar
• Ribeiro, J., Davids, K., Silva, P., Coutinho, P., Barreira, D., & Garganta, J. (2021). Talent development in sport requires athlete enrichment: Contemporary insights from a nonlinear pedagogy and the athletic skills model. Sports Medicine, 51(6), 1115–1122. https://doi.org/10.1007/s40279-021-01437-6
   PubMed Web of Science ®Google Scholar
• Ric, A., Hristovski, R., & Torrents, C. (2015). Can joker players favor the exploratory behaviour in football small-sided games? Research in Physical Education, Sport and Health, 4, 35–39.
   Google Scholar
• Ryle, G. (1949). The concept of mind. Routledge.
   Google Scholar
• Tan, C., Chow, J., & Davids, K. (2012). How does TGfU work?’: Examining the relationship between learning design in TGfU and a nonlinear pedagogy. Physical Education and Sport Pedagogy, 17(4), 331–348. https://doi.org/10.1080/17408989.2011.582486
   Web of Science ®Google Scholar
• Thorpe, R., & Bunker, D. (1986). Is there a need to reflect on our games teaching? Rethinking games teaching, pp. 25–34.
   Google Scholar
• Thorpe, R., & Bunker, D. (1989). A changing focus in games education. The place of physical education in schools, pp. 42–71.
   Google Scholar
• Thorpe, R., Bunker, D., & Almond, L. (1984). Four fundamentals for planning a games curriculum. Bulletin of Physical Education, 20, 24–29.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2019). Reconceptualizing and Repositioning Curriculum in the 21st C: A Global Paradigm Shift. Accessed May 2022, from http://www.ibe.unesco.org/es/news/reconceptualizing-and-repositioning-curriculum-21st-c-global-paradigm-shift
   Google Scholar
• Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23, 34–41. https://doi.org/10.2307/j.ctvjf9vz4.11
   Google Scholar
• Ward, P, & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194–207. https://doi.org/10.1123/jtpe.2016-0037
   Web of Science ®Google Scholar