The effect of chaperone compounds on glucocerebrosidase stability and activity in fibroblasts from Gaucher Disease patients with different genotypes

Dissertação de mestrado, Ciências Biomédicas, Departamento de Ciências Biomédicas e Medicina, Universidade do Algarve, 2014

Re-presenting teachers’ experiences of using game based approaches through poetic transcription

This paper provides an overview of poetic transcription and how I used it to re-present physical education teachers’ experiences of teaching games using a game based approach (GBA). Composite narratives derived from a study exploring teachers’ experiences of GBA teaching provided the initial storying of experience with three separate teacher capacities for experience identified; that of a Learner, a Collaborator, and a Catalyst. These narratives were then re-storied as found poems. Discussion within this paper comments on the reflexive action I engaged with to transform interview transcripts into poetic form with specific comment offered as to my rationale for use of poetic transcription as well as the process I undertook to re-see teachers’ experiences of GBA experience. Comment stemming from a comparison of poems is also offered along with what experimentation with poetic transcription enabled me to “do” with my understanding of the experience of GBA teaching.

Recent trends in research literature on game-based approaches to teaching and coaching games

As suggested by Curry and Light in chapter nine, the expanding output of research on games-based approaches (GBAs) over the past decade has not been reflected in expanding utilisation of GBAs in school-based physical education programmes and club-based sport coaching environments. Reasons for this lack of ‘uptake’ are varied and range from a lack of exposure to effective GBA professional development opportunities to the prolonged acceptance of a performative culture often embedded within physical education and youth sport programmes (Harvey and Jarrett, 2012; Dismore and Bailey, 2010). The literature on games teaching published since Oslin and Mitchell’s review of GBAs in 2006 continues to acknowledge the many benefits of using GBAs, but also acknowledges, and to a lesser extent addresses, the key challenges associated with the employment of learner-centred and GBA pedagogies. This chapter provides an overview of post-2005 research trends in the GBA literature to identify and discuss the prominent themes that arose from this meta-analysis.

Using elicitation interview within a phenomenographic framework : developing the breadth of research designs associated with game based approaches

This paper describes how elicitation interview technique was used within a phenomenographic research design to explore physical education teachers’ experiences of teaching games using a Game Based Approach (GBA). Participants taught in one of two different international contexts, Australia or England, and all had some experience of using a GBA to teach games. The focus of the paper is the presentation and discussion of the unique research design used to generate understanding about GBA teaching experiences as well as extending the examination of GBAs from different philosophical viewpoints. Authors’ reflections on the utilised research design are presented with concluding discussion identifying further research opportunities relating to GBAs in teaching and coaching contexts.

Similar, but not the same: comparing the game based approaches of TGfU and game sense

The development and use of game based approaches (GBAs) across a range of global teaching and coaching settings has expanded significantly over the last two decades. And with each GBA underpinned by similar theories of learning, distinctions between each approach can often be blurred. Arguably, this can lead to teachers' and coaches' blended conceptualisations of different pedagogical approaches. Thus, although similar there is a need for teachers and coaches to recognise that not all GBAs are the same with each model or approach chosen impacting significantly upon learner experiences. Through analysis of literature and presentation of teaching/coaching lesson/session outlines, this paper presents similarities and differences of two game based instructional pedagogies - TGfU and Game Sense - and discusses the need for teachers and coaches to recognise and respond to the contextual differences of each when considering their use.