Using inquiry to teach games goes back to Mosston (1966) and has been evolving for over 40 years through the Teaching Games for Understanding approach (Bunker and Thorpe 1982) to the Games Sense/ game-centred approaches that came out in the nineties.
I became a loyal follower of TGfU at university after finally ‘getting’ volleyball and being a strong believer that performance, a love of physical activity and conceptual understanding are all intrinsically interrelated, I recently bought the book ‘Play with Purpose’ by Shane Pill (2010) for some summer inspiration. What struck me when reading through the argument for using the game-centred approach, was that the rhetoric was straight out of From Principles into Practice. ‘Open-ended questions, challenging students to problem-solve, inquiry, inclusive of learner needs and learning styles, transfer of knowledge, student ownership, long term learning through problem-solving, conceptual learning’ the list goes on and highlights how the constructivist movement in PE since the 1960s away from traditional games teaching has been a great fit for MYP PE.
