This book provides sport educators with a comprehensive, learner-centred instructional toolkit to empower children and young people in collaborative, independent learning of team sports and games (TSGs).
This book provides sport educators with a comprehensive, learner-centred instructional toolkit to empower children and young people in collaborative, independent learning of team sports and games (TSGs).
Cláudio Farias is Senior Lecturer in the Faculty of Sport at the University of Porto (FADEUP), Portugal and a research member in the Centre of Research, Education, Innovation, and Intervention in Sport (CIFI2D). He lectures on the Doctoral Program, on the Master (hons) of PE and sports training, and on the Bachelor (hons) program in Sport Sciences. He has conducted research in sport pedagogy and sport coaching (physical education, teacher education, and coach education) with a principal focus on student-centred, model-based practice. Isabel Mesquita is Full Professor in the Faculty of Sport at the University of Porto (FADEUP), Portugal. She is Co-ordinator for research in the area of Sport, Education, and Culture in the Centre of Research, Education, Innovation, and Intervention in Sport (CIFI2D) and in the doctoral program in Sport Sciences at FADEUP. She is also Director of the Masters in sport training and has conducted extensive research in sport pedagogy and sport coaching.
Inhaltsangabe
Part I: Introduction to a Learner-Oriented Approach 1. Pedagogical Principles of a Learner-Oriented Approach 2. Guidelines for Navigating a Learning-Oriented Approach Part II: Scaffolding Mediation of Instructional and Social Interactions in Sport and Games 3. Scaffolding as a Pedagogical Toolkit for Learner-Oriented Instruction 4. Strategies for the Gradual Instructional Mediation of Learner-Oriented Interactions 5. Strategies for Mediating Democratic Meaningful and Collaborative Learning Environments: Engaging Sport Educators and Sport Learners as Transforming Social Agents Part III: Designing Meaningful and Creative Learning Activities in Sport and Games 6. Appropriateness-Based Activities: Reaching Out to Every Learner 7. Constraints-Led Approach: Appropriately Modifying Learning Activities 8. Creative Learning Activities: Thinking and Playing "Outside the Box" 9. Learner-Designed Games: The Ultimate Empowerment of Sport Learners Part IV: Learner-Oriented Assessment 10. Harmonizing the Teaching-Assessment-Learning Cycle 11. Implementing Learner-Oriented Assessment Strategies 12. Empowering Learners' Self-Assessment Peer-Assessment and Sport Learning Through Technology
Part I: Introduction to a Learner-Oriented Approach 1. Pedagogical Principles of a Learner-Oriented Approach 2. Guidelines for Navigating a Learning-Oriented Approach Part II: Scaffolding Mediation of Instructional and Social Interactions in Sport and Games 3. Scaffolding as a Pedagogical Toolkit for Learner-Oriented Instruction 4. Strategies for the Gradual Instructional Mediation of Learner-Oriented Interactions 5. Strategies for Mediating Democratic Meaningful and Collaborative Learning Environments: Engaging Sport Educators and Sport Learners as Transforming Social Agents Part III: Designing Meaningful and Creative Learning Activities in Sport and Games 6. Appropriateness-Based Activities: Reaching Out to Every Learner 7. Constraints-Led Approach: Appropriately Modifying Learning Activities 8. Creative Learning Activities: Thinking and Playing "Outside the Box" 9. Learner-Designed Games: The Ultimate Empowerment of Sport Learners Part IV: Learner-Oriented Assessment 10. Harmonizing the Teaching-Assessment-Learning Cycle 11. Implementing Learner-Oriented Assessment Strategies 12. Empowering Learners' Self-Assessment Peer-Assessment and Sport Learning Through Technology
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