Sport in physical education

In this chapter, we outline how Matt, with the support of Stephen, planned, delivered, and assessed student learning when employing a game-based approach (GBA) to teaching specifically badminton. Matt and Stephen formed a GBA collaborative action research team ( Evans & Light, 2008 ) and collaborated on designing a five-day badminton unit for which collected student learning data in all three domains: psychomotor, cognitive and affective. In the chapter, we share details of the types of GBA tasks Matt did with his students and described how Matt collected his data and the instruments used to do this. The GBA adopted in this project was Teaching Games for Understanding (TGfU; Bunker & Thorpe, 1982 ). In the final part of the chapter Matt reflects on the results he drew from his data collection over the course of the unit. In addition, Matt offers suggestions on how he plans to connect what he did in this unit to other sport teaching in PE units in his curriculum, and how other teachers may go about a similar process to Matt, with or without collaborative action research (CAR), highlighting various tips and traps involved in the process.