Perceptions and Understanding of Games Creation: Teacher Candidates’ Perspective

Authors

  • Sheri M. Treadwell The College at Brockport, SUNY
  • Mark A. Smith University of Northern Colorado
  • Erica Pratt University of Northern Colorado

Abstract

Games Creation (GC) is an instructional strategy that encourages students to develop problem-solving and critical thinking skills. Children who experience GC have the potential to construct knowledge and a deeper understanding of game play (Rovegno & Bandhauer, 1994) and positive outcomes in motor skill development (Dyson, 2001; LaFont, Proeres, & Vallet, 2007) through cooperation with others. Modeling and experiencing instructional strategies during an undergraduate teacher education program is one method that teacher educators have used to introduce instructional strategies. Physical education teacher education (PETE) teacher candidates (TC) are often asked to create games through pedagogical processes similar to those they will use as future teachers. Limited research has been conducted on participatory instructional units such as GC and its impact on the values, beliefs, and perceptions of PETE TCs and future implementation as an instructional strategy (Wright, McNeill, Fry, & Wang, 2005). Therefore, the purpose of this study was to examine undergraduate PETE students’ perceptions, values, and beliefs of implementing GC instructional strategies in public school settings after experiencing a GC instruction unit during their PETE program.

Author Biographies

Sheri M. Treadwell, The College at Brockport, SUNY

Kinesiology, Sport Studies, and Physical Education

Assistant Professor

Mark A. Smith, University of Northern Colorado

Exercise & Sport Science

Associate Profsssor

Erica Pratt, University of Northern Colorado

Doctoral Candidate

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Published

2014-01-28

Issue

Vol. 71 No. 1 (2014)

Section

Articles

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