Investigating the Assumptions of Pedagogy

By J. Rink. 2001

156 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/97e8ea750ea98fd1364fa60fb23556ee543e2fa1

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In Education

In General Agricultural and Biological Sciences

In Physical Therapy, Sports Therapy and Rehabilitation

Citations in the corpus

‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy (2012, background): “A key issue noted by Rink (2001) was the lack of discussion about the viability of problem-solving methodologies and inadequate attention paid to the validity of assumptions about what children learn and how they learn it.”
Attitudes and Perceptions of Middle School Students Toward Competitive Activities in Physical Education (2011, background): “Tasks and the task presentation in competitive activities may or may not allow opportunities for success and are an integral part of the learning process (Rink, 2001; Silverman et al., 1995; Subramaniam & Silverman, 2007).”
Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, background): “Rink (2001) argued that it was important to find out what factors motivated children in physical education classes.”
The Role of Nonlinear Pedagogy in Physical Education (2007, background): “Instead, it has been argued that the focus of research should be on the teaching and learning processes underlying the different approaches (N. L. Holt, Strean, & Bengoechea, 2002; Rink, 2001).”
Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations (2004, unknown): “The challenge for our field is to move beyond superficial engagement with these instructional models and for educators to tease out the theoretical constructs, contradictions, and articulations among and between these models to better inform practice (Rink, 2001).”
Tool for Assessing Responsibility-Based Education (TARE): Instrument Development, Content Validity, and Inter-Rater Reliability (2011, background): “Meztler (2005) and Rink (2001) have stressed the importance of directly studying the implementation of instructional models and curricular innovations in physical education to test their underlying pedagogical assumptions, to understand their impact on fundamental teaching and learning processes,…”