Everything is at stake; yet nothing is at stake: exploring meaning-making in game-centred approaches

Ruan Jones, Stephen Harvey, David Kirk
2014 Sport, Education and Society  
While not wishing to cover old ground in articulating the promise or continued promise of phenomenology within the physical education and sports domains, this paper aims to explore the 'human' nature of the Game-Centred Approach (GCA) from an existential phenomenological perspective. In a recent review of literature on the current state of research on game-centred approaches, Harvey and Jarrett (2013) made the call for phenomenological-oriented empirical studies. Urging the academic fraternity
more » ... o embrace such "participatory epistemologies" (Davis, Sumara and Luce-Kepler, 2000) , is an extremely positive and important step by the authors. This is because, although they do not explicitly make the point, to call for the embrace of phenomenological-oriented research into GCAs, the authors are accepting the fundamental importance of individual experience and meaning in games teaching. If we focus on the individual it then becomes a distinct possibility of structuring increasingly meaningful game-centred practice. In this respect we analyze Martin Heidegger's notion of "being-in-the-world", and illustrate how Arnold's three categories of meaningful movementprimordial, contextual and existential (1979)can help facilitate ideas for pedagogical practice and provide an appropriate interpretive lens for future research into game-centered approaches. Abstract While not wishing to cover old ground in articulating the promise or continued promise of phenomenology within the physical education and sports domains, this paper aims to explore the 'human' nature of the Game-Centred Approach (GCA) from an existential phenomenological perspective. In a recent review of literature on the current state of research on game-centred approaches, Harvey and Jarrett (2013) made the call for phenomenological-oriented empirical studies. Urging the academic fraternity to embrace such "participatory epistemologies" (Davis, Sumara and Luce-Kepler, 2000), is an extremely positive and important step by the authors. This is because, although they do not explicitly make the point, to call for the embrace of phenomenological-oriented research into GCAs, the authors are accepting the fundamental importance of individual experience and meaning in games teaching. If we focus on the individual it then becomes a distinct possibility of structuring increasingly meaningful game-centred practice. In this respect we analyze Martin Heidegger's notion of "being-in-the-world", and illustrate how Arnold's three categories of meaningful movementprimordial, contextual and existential (1979)can help facilitate ideas for pedagogical practice and provide an appropriate interpretive lens for future research into game-centered approaches.
doi:10.1080/13573322.2014.965138 fatcat:ycidohwo7bc3ldjr7nbxbke6mq