Developing Questioning in Game-Centered Approaches

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Article Review Assignment
Introduction
The scholarly article "Developing Questioning in Game-Centered Approaches" was authored by Harvey, Cope, and Jones in 2016 and underwent peer review. It explores the innovative methodology of Game-Centered Approaches (GCA) in sports coaching. GCA adopts an innovative approach to education by prioritizing incorporating game-like scenarios and exercises that promote critical thinking, deviating from conventional teaching methods. The paper aims to summarize the article and its practical implications. Additionally, it will examine the utilization of GCA principles in my sport, along with various specific activity concepts.
Summary of the Article's Purpose
The purpose of the paper by Harvey, Cope, and Jones (2016) is to investigate the evolution of questioning strategies while keeping Game-Centered Approaches in mind. It examines how questioning might improve learning experiences and increase critical thinking abilities in the context of sports education. The authors emphasize how the adept implementation of probing inquiry can catalyze players' cognitive faculties for informed choice. This can cultivate a deeper understanding of the tactical and strategic constituents inherent in the contest. They believe that following this methodology is the most optimal path to successfully attaining those objectives.
Review of the Content with Focus on GCA and
Theoretical Foundation
The essay delves into the theory and practice of game-centered approaches (GCA) in PE and sports instruction. The concept of GCA revolves around simulating realistic game circumstances in a learning setting. Thus, this approach compels players to formulate tactical schemes and choose courses of action spontaneously during the actual competition, rather than in the detached manner that characterizes their usual rehearsal of plays through repetition."
Guided discovery, in which students are encouraged to explore and acquire information via meaningful experiences, is a central principle of constructivist learning theories upon which GCA is constructed. The coach or instructor is seen as a facilitator who helps students discover their plans and solutions via questioning tactics (Harvey et al., 2016). The authors c...