Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.

中文翻译：

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瑞典体育教师开始将球类运动描述为教学实践


学校体育（PE）中球类运动的教学方法传统上侧重于技术熟练程度。技术方法被批评为以教师为中心、排他性且缺乏意义。基于游戏的方法（GBA）已被提出作为球类运动教学的替代方法。然而，雇用大湾区并非没有挑战。学者们指出，教师对游戏内容的了解有限，对大湾区的了解不够，以及对球类运动的文化期望是制约教师在大湾区工作的因素。本文的目的是让人们了解新手教师如何将球类运动描述为瑞典体育中的一种教学实践。对毕业于两所体育教师教育（PETE）机构的 12 名新教师进行了半结构化访谈。伯恩斯坦的分类和框架概念被用来分析教师对教学实践的描述。研究结果说明了球类运动知识的分类是如何变化的。一些初级教师旨在培养学生对游戏的理解，而另一些教师则使用球类游戏作为培养一般运动能力或合作的手段。球类教学的特点是GBA与技术手段相结合。校外竞技体育的影响被视为一种挑战，初任教师使用强有力的框架和不同的教学策略并结合评估来应对这一挑战。研究结果提出了与特定国家背景有关的 PETE 球类运动教育的问题。