Complexity in games teaching and coaching: a multi-disciplinary perspective
Shedding new light on sport pedagogy and the teaching and coaching of games, this book shows how complexity theory can be used to improve team sport performance, coach education and young player development. The book draws together insights from both the humanities and behavioural sciences, includin...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge
2022
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| Schriftenreihe: | Routledge research in sports coaching
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Shedding new light on sport pedagogy and the teaching and coaching of games, this book shows how complexity theory can be used to improve team sport performance, coach education and young player development. The book draws together insights from both the humanities and behavioural sciences, including psychology, philosophy, anthropology, sociology, history, and play theory, into a new educational methodology for team sports. It shows how concepts from complexity theory underpin and inform team sport dynamics, including the uncontrolled nature of live human systems; the nature of complex systems and how this shapes student and young athlete learning; self-organisation and its relation to decision-making in play; and mental self-regulation and motivation. It presents an innovative and sophisticated definition of sport pedagogy that can help teachers and coaches deepen their understanding of teaching and learning in team sports, and help them to develop more motivated, more effective and more creative athletes |
| Beschreibung: | xii, 191 Seiten Diagramme |
| ISBN: | 9780367357139 9781032225142 |
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Datensatz im Suchindex
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| adam_text | Contents Ust of figures List of tables Ust of boxes Preface Acknowledgements Ust of abbreviations x xiii xiv xv xvi xvii Introduction 1 PART I What is human play? Aphilosophical issue 1 7 Play as a phenomenon and a value 1.1 Definability of human play: the Wittgensteinian obstacle 9 9 1.2 Definition of human play 12 1.3 Why is play good? The axiological notion 15 1.4 Pedagogical ramifications 20 2 Play, game, and sport as a ‘tricky triad’ in the philosophy of sport 25 2.1 The ‘tricky triad’ 25 2.2 Do professional team sports still remain play? 28 2.3 Pedagogical ramifications 32 PART II How humans play: a psychological issue 3 37 Cognition, behaviour, and activity in games playing through a complexity prism 3.1 Human behaviour versus activity: theoretical juxtaposition 39 39
viii Contents 3.2 Interpretations of games playing through a complexity paradigm 45 3.3 Dialectical complexity approach to games playing 47 3.4 Pedagogical ramifications 49 4 Psychology of play as mental escape 55 4.1 Mental escape through a complexity paradigm 55 4.2 Escape to playing of ‘other games’ 64 4.3 Pedagogical ramifications 68 PART III How human culture plays games: a socialanthropological and historical issue 79 Introduction to part III 79 5 From ritual to sport show 81 5.1 Play and games in the past as a sacral ritual versus pastime 81 5.2 Games playing as a culture: the example of cricket and British colonialism 83 5.3 Team sports as a professional sport and a show 84 5.4 Pedagogical ramifications 87 6 From games playing to games teaching 90 6.1 Classification of games and team sports 90 6.2 Functionalist approach to games playing 94 6.3 The ‘flood’ of new games and team sports in the 19th-20th centuries 96 6.4 Games and team sports in various national systems of 20th-century physical education 100 6.5 Pedagogical ramifications 103 PART IV How to teach and coach games: the pedagogical issue 111 Introduction to part IV 111 7 Complexity paradigm in games teaching and coaching 7-1 Complexity approach to the new pedagogics 113 7.2 Complexity pedagogics de facto 115 7.3 Complexity pedagogics de jure 122 113
Contents 8 9 ix The ‘8 and 4’ approach to games teaching and coaching (I): Main principles 134 The ‘8 and 4’ approach to games teaching and coaching (II) : Basic concepts 149 9.1 ‘Desires’ and ‘games’ trees through the levels of the ‘inverted pyramid’ 149 9.2 ‘Skill tree’ on all three levels of the ‘inverted pyramid’ 166 Conclusion 182 Index 185
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| adam_txt |
Contents Ust of figures List of tables Ust of boxes Preface Acknowledgements Ust of abbreviations x xiii xiv xv xvi xvii Introduction 1 PART I What is human play? Aphilosophical issue 1 7 Play as a phenomenon and a value 1.1 Definability of human play: the Wittgensteinian obstacle 9 9 1.2 Definition of human play 12 1.3 Why is play good? The axiological notion 15 1.4 Pedagogical ramifications 20 2 Play, game, and sport as a ‘tricky triad’ in the philosophy of sport 25 2.1 The ‘tricky triad’ 25 2.2 Do professional team sports still remain play? 28 2.3 Pedagogical ramifications 32 PART II How humans play: a psychological issue 3 37 Cognition, behaviour, and activity in games playing through a complexity prism 3.1 Human behaviour versus activity: theoretical juxtaposition 39 39
viii Contents 3.2 Interpretations of games playing through a complexity paradigm 45 3.3 Dialectical complexity approach to games playing 47 3.4 Pedagogical ramifications 49 4 Psychology of play as mental escape 55 4.1 Mental escape through a complexity paradigm 55 4.2 Escape to playing of ‘other games’ 64 4.3 Pedagogical ramifications 68 PART III How human culture plays games: a socialanthropological and historical issue 79 Introduction to part III 79 5 From ritual to sport show 81 5.1 Play and games in the past as a sacral ritual versus pastime 81 5.2 Games playing as a culture: the example of cricket and British colonialism 83 5.3 Team sports as a professional sport and a show 84 5.4 Pedagogical ramifications 87 6 From games playing to games teaching 90 6.1 Classification of games and team sports 90 6.2 Functionalist approach to games playing 94 6.3 The ‘flood’ of new games and team sports in the 19th-20th centuries 96 6.4 Games and team sports in various national systems of 20th-century physical education 100 6.5 Pedagogical ramifications 103 PART IV How to teach and coach games: the pedagogical issue 111 Introduction to part IV 111 7 Complexity paradigm in games teaching and coaching 7-1 Complexity approach to the new pedagogics 113 7.2 Complexity pedagogics de facto 115 7.3 Complexity pedagogics de jure 122 113
Contents 8 9 ix The ‘8 and 4’ approach to games teaching and coaching (I): Main principles 134 The ‘8 and 4’ approach to games teaching and coaching (II) : Basic concepts 149 9.1 ‘Desires’ and ‘games’ trees through the levels of the ‘inverted pyramid’ 149 9.2 ‘Skill tree’ on all three levels of the ‘inverted pyramid’ 166 Conclusion 182 Index 185 |
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| index_date | 2024-07-03T19:37:30Z |
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| isbn | 9780367357139 9781032225142 |
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| spelling | Lebed, Felix Verfasser (DE-588)1032806036 aut Complexity in games teaching and coaching a multi-disciplinary perspective Felix Lebed London Routledge 2022 xii, 191 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Routledge research in sports coaching Shedding new light on sport pedagogy and the teaching and coaching of games, this book shows how complexity theory can be used to improve team sport performance, coach education and young player development. The book draws together insights from both the humanities and behavioural sciences, including psychology, philosophy, anthropology, sociology, history, and play theory, into a new educational methodology for team sports. It shows how concepts from complexity theory underpin and inform team sport dynamics, including the uncontrolled nature of live human systems; the nature of complex systems and how this shapes student and young athlete learning; self-organisation and its relation to decision-making in play; and mental self-regulation and motivation. It presents an innovative and sophisticated definition of sport pedagogy that can help teachers and coaches deepen their understanding of teaching and learning in team sports, and help them to develop more motivated, more effective and more creative athletes Sportspiel (DE-588)4056422-8 gnd rswk-swf Sportpädagogik (DE-588)4130615-6 gnd rswk-swf Sportspiel (DE-588)4056422-8 s Sportpädagogik (DE-588)4130615-6 s DE-604 Erscheint auch als Online-Ausgabe 978-0-429-34131-1 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033333003&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lebed, Felix Complexity in games teaching and coaching a multi-disciplinary perspective Sportspiel (DE-588)4056422-8 gnd Sportpädagogik (DE-588)4130615-6 gnd |
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| title | Complexity in games teaching and coaching a multi-disciplinary perspective |
| title_auth | Complexity in games teaching and coaching a multi-disciplinary perspective |
| title_exact_search | Complexity in games teaching and coaching a multi-disciplinary perspective |
| title_exact_search_txtP | Complexity in games teaching and coaching a multi-disciplinary perspective |
| title_full | Complexity in games teaching and coaching a multi-disciplinary perspective Felix Lebed |
| title_fullStr | Complexity in games teaching and coaching a multi-disciplinary perspective Felix Lebed |
| title_full_unstemmed | Complexity in games teaching and coaching a multi-disciplinary perspective Felix Lebed |
| title_short | Complexity in games teaching and coaching |
| title_sort | complexity in games teaching and coaching a multi disciplinary perspective |
| title_sub | a multi-disciplinary perspective |
| topic | Sportspiel (DE-588)4056422-8 gnd Sportpädagogik (DE-588)4130615-6 gnd |
| topic_facet | Sportspiel Sportpädagogik |
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