Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice

By N. Holt, W. Strean, E. Bengoechea. 2002

178 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3c35e46acaef5d67e5a5efe1166cbd12ed77d349

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Hastie
2. M. Curtner-Smith
3. N. Holt
4. C. Harwood
5. Camilla J. Knight
6. A. Casey
7. Dana Perlman
8. D. Fletcher

In Physical Therapy, Sports Therapy and Rehabilitation

1. P. Hastie
2. M. Curtner-Smith
3. A. Anderson
4. J. Mandigo
5. N. Holt
6. Joanna Sheppard
7. A. Casey
8. H. Lee

In Social Psychology

1. M. Curtner-Smith
2. P. Hastie
3. A. Anderson
4. J. Mandigo
5. N. Holt
6. Joanna Sheppard
7. C. Harwood
8. Camilla J. Knight

Citations in the corpus

• Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, methodology): “For example, Bunker and Thorpe (1982) and Holt et al. (2002) suggested that teachers focus on game appreciation, tactical awareness, decision-making, skill execution and performance, in that order.”
• Children's motivational experiences following autonomy-supportive games lessons (2008, background): “Indeed, a limitation of the TGfU literature is that children’s affective reactions to games teaching have rarely been studied (Griffin and Patton, 2005; Holt et al., 2002).”