Teaching Games for Understanding (TGfU) as a positive and versatile approach to teaching games

Jarrett, K., Eloi, S. and Harvey, Stephen (2014) Teaching Games for Understanding (TGfU) as a positive and versatile approach to teaching games. European Journal of Adapted Physical Activity, 7 (1). pp. 6-20. ISSN 1803-3857.

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Abstract

This paper presents a small scale research project that focuses on pre-service physical education 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 physical education teachers and sports coaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league (WRL) session utilising a TGfU approach. Data were generated through end of session whole-class reflections as well as semi-structured individual interviews undertaken with three (n = 3) participants. Post session first-author/primary practitioner reflections were also recorded. 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 PETE programme. Implications of research findings include suggested consideration by teachers and coaches for using TGfU as a pedagogical model when teaching adapted sports as well as the possible inclusion of WRL in general physical education curricula.

Item Type: Article
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV0201 Physical education
L Education > LB Theory and practice of education
Divisions: pre Nov-2014 > Faculty of Education > Childhood Studies
Depositing User: Kendall Jarrett
Date Deposited: 30 Aug 2013 17:04
Last Modified: 18 Sep 2015 12:18
URI: https://create.canterbury.ac.uk/id/eprint/12198

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Last edited: 29/06/2016 12:23:00