The Games Concept Approach (GCA) as a mandated practice: Views of Singaporean teachers

Rossi, Tony, Fry, Joan M., McNeill, Mike and Tan, Clara W. K. (2007) The Games Concept Approach (GCA) as a mandated practice: Views of Singaporean teachers. Sport Education and Society, 12 1: 93-111. doi:10.1080/13573320601081591

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Author Rossi, Tony
Fry, Joan M.
McNeill, Mike
Tan, Clara W. K.
Title The Games Concept Approach (GCA) as a mandated practice: Views of Singaporean teachers
Journal name Sport Education and Society   Check publisher's open access policy
ISSN 1357-3322
Publication date 2007-02
Sub-type Article (original research)
DOI 10.1080/13573320601081591
Volume 12
Issue 1
Start page 93
End page 111
Total pages 19
Editor J. Evans
Place of publication Abingdon
Publisher Routledge Journals, Taylor & Francis Ltd
Collection year 2008
Language eng
Subject C1
749999 Education and training not elsewhere classified
330299 Curriculum Studies not elsewhere classified
Abstract This paper reports on the views of Singaporean teachers of a mandated curriculum innovation aimed at changing the nature of games pedagogy within the physical education curriculum framework in Singapore. Since its first appearance over 20 years ago, Teaching Games for Understanding (TGfU), as an approach to games pedagogy has gathered support around the world. Through a process of evolution TGfU now has many guises and one of the latest of these is the Games Concept Approach (GCA), a name that is given to this pedagogical approach in Singapore. As part of a major national curricular reform project, the GCA was identified as the preferred method of games teaching and, as a result, was mandated as required professional practice within physical education teaching. To prepare teachers for the implementation phase, a training programme was developed by the National Institute of Education in conjunction with the Ministry of Education and well-known experts in the field from the USA. For this part of the study, 22 teachers from across Singapore were interviewed. The data were used to create three fictional narratives, a process described by Sparkes (2002a) and used more recently by Ryan (2005) in the field of literacy. The stories were framed using Foucault's notion of governmentality and Bernstein's notion of regulative discourse. The narratives reveal tales of confusion, frustration but also of hope and enthusiasm.
Keyword Education & Educational Research
Sport Sciences
Games Concept Approach
mandated practice
Teaching Games
Q-Index Code C1
Q-Index Status Confirmed Code

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Created: Mon, 18 Feb 2008, 16:17:47 EST