Learning a new method: Teaching Games for Understanding in the (original) (raw)
Related papers
Over 30 years ago the original teaching games for understanding (TGfU) proposition was published in a special edition of the Bulletin of Physical Education . In that time TGfU has attracted significant attention from a theoretical and pedagogical perspective as an improved approach to games and sport teaching in physical education (PE). It has been particularly championed as a superior alternative to what Kirk (2010) and Metzler (2011) described as a traditional method. Recently, however, one of the TGfU authors suggested that the TGfU premise needs to be revisited in order to explore and rethink its relevance so that pedagogy in PE again becomes a central and practical issue for PE (Almond, 2010), as it has not been as well accepted by PE teachers as it has by academics. In order to review and revisit TGfU and consider its relevance to games and sport teaching in PE this paper outlines two areas of the TGfU proposition: (1) the basis for the conceptualisation of TGfU; (2) advocacy of TGfU as nuanced versions. The empiricalscientific research surrounding TGfU and student learning in PE contexts is reviewed and analysed. This comprehensive review has not been undertaken before. The data-driven research will facilitate a consideration as to how TGfU practically assists the physical educator improve games and sport teaching. The review of the research literature highlighted the inconclusive nature of the TGfU proposition and brought to attention the disparity between researcher as theory generator and teacher practitioner as theory applier. If TGfU is to have improved relevance for teachers of PE more of an emphasis needs to be placed on the normative characteristics of pedagogy that drive this practice within curricula.
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 gamesbased 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 . 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.
This paper presents a small scale research project that focused on pre-service physical education (PE) teachers’ and sports coaches’ considerations of using Teaching Games for Understanding (TGfU) to teach games. A research design akin to action research was adopted whereby pre-service PE teachers and sports coaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league utilising a TGfU approach. Data were generated through end of session whole-class reflections, semi-structured individual interviews undertaken (n = 3), and post session first-author/primary practitioner reflections. Data analysis was conducted via inductive coding procedures and revealed three themes: 1) TGfU as a positive pedagogy; 2) TGfU as a versatile approach, and 3) significance of content within a PE Teacher Education programme.
Utilizing educational theoretical models to support effective physical education pedagogy
Cogent Education, 2015
Physical education (PE) pedagogy has traditionally been viewed as drillstyle teaching. Whilst this traditional pedagogical approach provides exposure to various skills, used within a school-based PE and sporting context, it does not demonstrate a student's competence associated with their ability to apply these skills in complex game situations. Therefore, teacher practitioners must look to implementing educational theoretical models that go to support effective pedagogical approaches so as to ensure that authentic and effective learning and teaching takes place within the PE and sporting domains. With this in mind, this paper will discuss how effective learning and teaching can be achieved and heightened through the application of a number of theoretical models and approaches, namely; constructivism, inquiry-based learning, Moston's guided discovery, and Teaching Games for Understanding (TGfU).
Teaching Game for Understanding (TGfU) Learning Design for Basketball Games in Physical Education
International Journal of Human Movement and Sports Sciences, 2022
The concept of teaching in physical education has evolved from a teacher-centered approach to a more student-centered approach to develop problem-solving skills and critical thinking in games. This study aims to provide insight and better understand the TGfU pedagogical process of in-game teaching. The method used is a quasi-experimental mixed-methods with a pre-test and post-test design and involves 43 students consisting of (21 girls and 22 boys). The results of the study based on the average difference test on female students showed that the decision-making variable value t = 28,06, technical execution 17,01, game performance 29,06, enjoyment 17,87 significantly α = 0,05 is 1,721. Male students, the value of decision-making 18,56, technical execution 13,54, game performance 13,53, and enjoyment 16,15 significantly α = 0,05 is 1,782. All variables give students the ability to solve learning problems. Students can think to make decisions, be actively involved in the game, have opportunities to learn basketball game techniques well, and participate in game patterns when attacking or defending in the TGfU unit. TGfU also provides enjoyment for students in the physical education learning process in basketball games. The advantage of using the TGfU approach can provide ideas for teachers to make game designs so that students are effectively involved in this unit, and students' abilities and skills in learning the game of basketball can be achieved.
Journal of Teaching in Physical Education, 2010
The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants' diaries. The results show the difficulties PE teachers had in the planning and implementation of TGfU. In the initial stage of implementing TGfU, teachers reported feelings of insecurity to the point of doubting their own pedagogical expertise and knowledge. They also reported anxiety and exhaustion. Once they surpassed the first stage, teachers' feelings of satisfaction increased in parallel with students' improvement, in particular because students with the lowest skill level had made significant progress in decision-making, overall compression of the game, and tactical problem solving. This study identified some major challenges facing PE teachers wishing to implement TGfU, and thus allows for the development of support strategies to promote teachers' pedagogical self-assessment.
Physical Education Teachers′ Action Research on Teaching Games for Understanding
Mediterranean journal of social sciences, 2017
The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers' effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students' learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher's acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers' capacity to design non-hierarchical lesson activities that are dedicated to students' understanding and development, as the ones suggested by the TGfU approach.
International Journal of Environmental Research and Public Health
The purpose of the present work was to explore whether fourth-grade physical education students improved their game performance, knowledge and psychosocial variables with Teaching Games for Understanding (TGfU) to a greater extent after an eight-lesson period in comparison to a 14-lesson period. The study followed a mixed-methods approach in which the design consisted of a first assessment, a second assessment after Lesson 9 (eight-lesson period) and a third assessment after Lesson 16 (14-lesson period). A TGfU floorball intervention was carried out between assessments. The participants (n = 40) were in their fourth year of elementary education. According to students’ background and setting, we decided to implement three broad and interrelated strategies to enact the intervention built on the TGfU pedagogical features. Data were collected through Game Performance Assessment Instrument, knowledge questionnaire, enjoyment, perceived competence and intention to be physically active sca...