Linda Griffin, professor of teacher education and school improvement programs in the School of Education, has been awarded this year’s Len Almond Award, which recognizes distinguished scholars in the field of sport pedagogy. The award is sponsored by her Teaching Games for Understanding Special Interest Group (TGfU SIG), part of the International Organization for Higher Education and Physical Education.
Mr. Griffin delivered the inaugural Len Almond Award Lecture at TGfU’s 40th annual conference, titled “Gratitude Matters: Sharing Recognition and Appreciating the Good.”th The anniversary conference was held virtually earlier this year. Griffin is an expert in game-centered approaches to teaching and learning sports-related games, and will be teaching the fall semester’s undergraduate program with the aim of helping students understand the connections between modern sports, society, and culture. He applies these best practices to teaching courses.
“In essence, games are a reflection of our society,” said Griffin, director of student development. “Because games are social, we found that dynamic and public social issues (i.e., discrimination and inequality) often surfaced during game play and in student interactions with each other.Practical Strategies Through , game scenarios, and play situations, we can design games that encourage cooperation, respect, and acceptance among all students.”
Sport pedagogy research comes in many shapes and forms, Griffin says, including macro-level analysis of teams, communities, and national cultures, as well as micro-level analysis of individual athlete development.
“The pedagogy chosen is a powerful way to influence an athlete’s development and sense of self as they grow and evolve,” Griffin says.
In classes like “EDUC 190D: Learning Through Play, Games, and Sport,” Griffin students not only invent original sports-based games, but also use pedagogical thinking to teach their peers the rules. There are also challenges.
“Students appreciate having ownership over their game and process,” Griffin says.
Griffin said motivating students to engage thoughtfully with such tasks requires a combination of approaches, including checking students’ prior knowledge. Prioritize working in small groups. Be flexible. Trust the students and the process that develops in the classroom. Assign short videos and readings to frame class discussions. Make time during class to complete class project work.
For more information about Griffin’s teaching approach, please visit the College of Education website.