Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification.

Autor/inn/en	Renshaw, Ian; Araújo, Duarte; Button, Chris; Chow, Jia Yi; Davids, Keith; Moy, Brendan
Titel	Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification. Gefälligkeitsübersetzung: Warum der Ansatz zum "Einfluss äußerer Gegebenheiten" (CLA) nicht dasselbe ist wie "Lernspiele für das Verständnis" (TGfU). Eine Klarstellung.
Quelle	In: Physical education and sport pedagogy, 21 (2016) 5, S. 459-480Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1740-8989; 1742-5786
DOI	10.1080/17408989.2015.1095870
Schlagwörter	Vergleichsuntersuchung; Lernen; Theorie; Sportunterricht; Lerntheorie; Sportpädagogik; Motorisches Lernen; Spielmethodik; Lernen; Lerntheorie; Motorisches Lernen; Methodik; Sportpädagogik; Sportunterricht; Forschungsstand; Theorie
Abstract	Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU). Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that distinguish these approaches, as well as to recognise where commonalities exist. Findings: In particular, we note that TGfU had its roots in the 1960s in the absence of a substantial theoretical framework, although several attempts to retrospectively scaffold theories around TGfU have subsequently emerged in the literature. TGfU is a learner-centred approach to PE in which teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts. In contrast, the CLA has arisen more recently from the umbrella of Nonlinear Pedagogy (NLP), emerging from the empirically rich theoretical framework of ecological dynamics. The CLA adopts a 'learner-environment' scale of analysis in which practitioners are encouraged to identify and modify interacting constraints (of task, environment and learner) to facilitate the coupling of each learner's perceptual and action systems during learning. The CLA is a broader framework which has been adapted for the design of (re)learning environments in PE, sport and movement therapy. Other key distinctions between the approaches include: the overall goals; the way in which the learner and the learning process are modelled; the use of questioning as a pedagogical tool; the focus on individual differences vs. generic concepts; and how progressions and skill interjections are planned and implemented. Conclusions: Despite such distinctions, the two approaches are somewhat harmonious and key similarities include: their holistic perspective of the learner; the proposed role of the teacher and the design characteristics of learning tasks in each. Both TGfU and the CLA have a powerful central focus on the nature of learning activities undertaken by each individual learner. This clarification of TGFU and the CLA is intended to act as a catalyst for more empirical work into the complementarity of these juxtaposed pedagogical approaches to learning design.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2