Part I. TGfU Movement in an International Context
Introduction
Joy I. Butler, EdD and Linda L. Griffin, PhD
Chapter 1. Asian-Pacific Perspectives on Analyzing TGfU
Raymond Liu Yuk-kwong, PhD
Hong Kong Institute of Education
Part II. Research: Reexamination
Chapter 2. TGfU: Celebrations and Cautions
Judith Rink, PhD
University of South Carolina, Columbia
Chapter 3. Sport and Games Education: Models of Practice
Connie S. Collier, PhD; Judy Oslin, PhD; Daniel Rodriguez, MA; and David Gutierrez, PhD
Kent State University and Universidad de Castilla la Mancha (Gutierrez)
Part III. Theory: Understanding, Learning, and Complexity Thinking
Chapter 4. Teaching Games for an Understanding of What? TGfU’s Role in the Development of Physical Literacy
James Mandigo, PhD and John Corlett, PhD
Brock University
Chapter 5. Feeling Flow Motion in Games and Sports
Rebecca J. Lloyd, PhD and Stephen Smith, PhD
University of Ottawa and Simon Fraser University
Chapter 6. Enabling Constraints: Using Complexity Research to Structure Collective Learning
Brent Davis, PhD and Dennis Sumara, PhD
University of Calgary
Chapter 7. Occasioning Moments in the Game-as-Teacher Concept: Complexity Thinking Applied to TGfU and Video Gaming
Tim Hopper, PhD and Kath Sanford, EdD
University of Victoria
Chapter 8. Ecological Thinking and TGfU: Understanding Games as Complex Adaptive Systems
Brian Storey, MA and Joy I. Butler, EdD
Douglas College and The University of British Columbia
Part IV. Practice: Assessment, Coaching, Elementary and Secondary Teaching
Chapter 9. Student-Involved Formative Assessment as a Cornerstone to the Construction of Game Performance
Jean-François Richard, PhD
l’ Université de Moncton
Chapter 10. TGfU and Humanistic Coaching
Lynn Kidman, PhD and Bennett J. Lombardo, EdD
University of Worcester and Rhode Island College
Chapter 11. TGfU as a Coaching Methodology
Adriano De Souza, MA and Steve Mitchell, PhD
Illinois State University and Kent State University
Chapter 12. A Model for TGfU in Elementary-School Physical Education
Inez Rovegno, PhD
University of Alabama
Chapter 13. Development of Creativity in the Scope of the TGfU Approach
Daniel Memmert, PhD
German Sport University Cologne
Chapter 14. Unpacking Tactical Problems in Invasion Games: Integrating Movement Concepts Into Games Education
Kath Howarth, PhD; Jennifer Fisette, EdD; Michele Sweeney, EdD; and Linda L. Griffin, PhD
State University of New York at Cortland, Kent State University, Salem State College, and University of Massachusetts
Joy I. Butler, EdD, is an associate professor in the curriculum and pedagogy department at the University of British Columbia in Vancouver, British Columbia. She began the first International TGfU Conference in 2001, established the TGfU International Task Force in 2002 and served as its chair through 2008, consulted for the second and third TGfU conferences, and directed the 2008 conference. In addition to coediting Teaching Games for Understanding in 2005, she has coedited two other books on TGfU.
Dr. Butler serves as the coordinator of the first MEd Cohort with specialization in TGfU in Canada. She has been a keynote speaker around the world and has presented on TGfU at state, regional, national, and international levels. She also coached the Southeast England U17 girls’ basketball team for nine years, taking the team to the national finals three times.
A member of numerous educational and professional organizations, Dr. Butler enjoys field hockey, basketball, windsurfing, and training dogs in her leisure time.
Linda L. Griffin, PhD, is an associate dean and professor in the School of Education at the University of Massachusetts at Amherst. TGfU has been Dr. Griffin’s primary research interest for nearly 20 years, and she has coauthored three texts on the subject in addition to coediting Teaching Games for Understanding in 2005 with Joy Butler.
Dr. Griffin has presented internationally on TGfU on numerous occasions, and she taught and coached for 14 years in K-12 settings. She served on the planning committee for the first TGfU conference and served as chair for the Curriculum and Instruction Academy for NASPE and as Research Consortium president and chair for the AERA Special Interest Group in Physical Education. She has also served as a reviewer for various professional journals.
In her spare time, Dr. Griffin likes to bike, walk and hike with her dog, read, and enjoy the beach.
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