Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students

By P. Hastie, M. Curtner-Smith. 2006

154 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/65cd523103fb4a0356c43ae903998051418b038b

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

In Physical Therapy, Sports Therapy and Rehabilitation

In Sociology and Political Science

Citations in the corpus

A review of research on Sport Education: 2004 to the present (2011, background): “Further, in the study of Hastie and Curtner-Smith (2006) , the students designed the batting and fielding game themselves.”
Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model (2009, background): “…and expert inservice teachers take some time to adjust to and come to grips with SE, particularly if it is integrated with other curriculum models, if the teachers have an excessive workload, and if the model is new to pupils and school (Hastie & Curtner-Smith, 2006; Pope & O’Sullivan, 1998).”
Models-based practice: great white hope or white elephant? (2014, background): “Hastie and Curtner-Smith (2006) suggested that using MBP – especially the combination/hybridization of two models (in their case Sport Education and Teaching Games for Understanding in the USA) – requires a higher degree of content knowledge and pedagogical content knowledge. This may be because the”
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance (2012, methodology): “Although the SE and the TGfU approaches share quite a few concepts in terms of objectives and pedagogy (Hastie and Curtner-Smith, 2006), TGfU research has paid more attention towards developing learners’ abilities to play games, emphasizing the need to extend students’ game appreciation and…”
The influence of student status on student interactions and experiences during a sport education unit (2009, background): “Many studies have shown gains in tactical knowledge and opportunities to make decisions, as well as quality of decisions (Alexander, Taggart, and Thorpe 1996 ; Browne, Carlson, and Hastie 2004 ; Carlson and Hastie 1997 ; Clarke and Quill 2003 ; Grant 1992 ; Grant, Trendinnick, and Hodge 1992 ;”
A review of the game-centred approaches to teaching and coaching literature since 2006 (2014, background): “Moreover, a hybrid TGfU/SE striking and ﬁelding unit of 22 lessons revealed that teams were able to transfer skills to different games (Hastie and Curtner-Smith 2006).”
Teaching games for understanding in American high-school soccer: a quantitative data analysis using the game performance assessment instrument (2010, background): “TGfU was developed as a result of dissatisfaction with the emphasis on technique-based approaches to games teaching, at the expense of understanding tactics and strategies (Bunker and Thorpe 1982; Hastie and Curtner-Smith 2006; Holt, Ward, and Wallhead 2006).”
Hybridizing pedagogical models: A systematic review (2018, background): “Certain categories were scarcely researched, such as combat sports (4) (Menéndez-Santurio and Fernández-Rı́o, 2016a, 2016b) or striking and fielding games (Hastie and Curtner-Smith, 2006; Gubac-Collins and Olsen, 2010).”