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

Kendall Jarrett; Serge Eloi; Stephen Harvey

doi:10.5507/euj.2014.001

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

Kendall Jarrett, Serge Eloi, Stephen Harvey

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	6-20
Number of pages	14
Journal	European Journal of Adapted Physical Activity
Volume	7
Issue number	1
DOIs	https://doi.org/10.5507/euj.2014.001
Publication status	Published - 1 Jul 2014

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title = "Teaching Games for Understanding (TGfU) as a positive and versatile approach to teaching adapted games",

abstract = "This paper presents a small scale research project that focused on pre-service physical education (PE) teachers{\textquoteright} and sports coaches{\textquoteright} 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.",

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

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