Dilemmas facing physical education teachers’ when teaching using game-centered approaches

Abstract

Recent decades have seen the development and integration of second generation models of teaching physical education. Second generation models include cooperative learning, sport education, and the Tactical Games Model. These models are characterized by a number of similar features, which Dyson, Griffin, and Hastie (2004) state include: a) participation in a student-focused rather than teacher-focused curriculum; b) teacher facilitation of activities that encourage the holistic development of students, and c) active learning focused on the development of student cognitive processes such as decisionmaking, social interaction and cognitive understanding.