Teaching Games for Understanding: Teachers’ Socialisation, Perceptions and Interpretations

The aim of this thesis was to provide evidence that can inform the future approaches of PE teachers when using a Teaching Games for Understanding (TGfU) approach (Bunker and Thorpe, 1982). Three studies were conducted with in-service and pre-service teachers in England and investigated the teachers’ perspectives on barriers and facilitators to implementing TGfU. Study 1 utilised semi-structured interviews to explore the perceptions of in-service teachers through each phase of Occupational Socialisation Theory; acculturation (childhood), professional socialisation (university/teacher training) and organisational socialisation (on-the-job) (Lawson, 1983a, 1983b). Organisational socialisation was identified as the most dominant phase that affects current practice, with the teachers offering five main barriers to the implementation of TGfU; (1) lack of knowledge, (2) lack of understanding, (3) lack of time, (4) lack of support and (5) reluctance to change. Study 2 aimed to evaluate the impact of teacher training professional development on in-service PE teachers’ implementation of TGfU. A pre-post evaluation study was designed incorporating facilitators provided from Study 1 and which resulted in a reduction in three of the main barriers, namely lack of knowledge, lack of understanding and lack of time. Although the teachers found that the 2-hour Continuing Professional Development (CPD) workshop and 6-week teaching practice addressed barriers to varying extents, none were fully eliminated. Study 3 examined the socialising influences and beliefs about pre-service teachers’ implementation of TGfU in PE through the lens of Occupational Socialisation Theory. Semi-structured interviews highlighted the school environment and consequences of the COVID-19 pandemic as impacting significantly on teaching practice. The subsequent discussion chapter compared the principal Occupational Socialisation findings from the Study 1 in-service and Study 3 pre-service teachers and discussed the TGfU barriers and facilitators from across all three studies. The research found that the socialising influences, TGfU barriers and TGfU facilitators were similar throughout all participant groups. Evidence is presented which shows that the key differences that emerged between in-service and pre-service teachers may be attributable to a number of factors. These aspects include changes in the United Kingdom (UK) education system, their career stage and their teaching experiences, such as, early work experiences, prior knowledge of TGfU and ramifications of the COVID-19 pandemic. A significant finding from the thesis was that a CPD programme can reduce the barriers to TGfU and that there may be further benefits with a longer period of support and instruction. The conclusions of Study 2 and Study 3 indicated additional barriers beyond the five identified in Study 1, namely lack of confidence and fear of loss of control, both of which were shown to improve with time and guidance during Study 2. For the successful implementation of innovative pedagogies such as TGfU, a consideration of all phases of Occupational Socialisation is required. This thesis found that the greatest impact on the teaching practice of PE teachers is by targeting the organisational socialisation phase. Recommended facilitators for supporting the implementation of TGfU include an initial CPD with a facilitating expert and provision of teaching resources, early exposure to the Model, a higher focus on Game-Based Approaches (GBAs) in primary and secondary teacher training, and coaching awards from National Governing Bodies (NGBs) incorporating GBAs

A Global Litmus Test of Games Based Teaching and Coaching

Game Based Approaches (GBA) are widely recognized as student-centered and inquiry-based approaches to games teaching and coaching that can promote individual engagement and team learning. As approaches that sit upon constructivist epistemologies, GBAs promote holistic learning by emphasizing learner reflection, complexity thinking and social interaction. Since the first publication on Teaching Games for Understanding (TGfU) by Bunker and Thorpe (1982), a growing number of GBA variations have been suggested, sharing similar ideas about game teaching and coaching. However, until today researchers find the implementation of GBAs more challenging than what they would expect. Based on this assertion, the aim of this pilot study was to explore the extent of the use of GBAs in different countries across the world. After a call from the TGfU SIG Executive Board, twelve GBA experts, and members of the TGfU SIG International Advisory Board (IAB), participated in the study. Each expert was representing a different country (Argentina, Australia, Germany, Greece, Ireland, Italy, Japan, Korea, Netherlands, Portugal, Spain, USA). Participants were asked to complete a self-reflective SWOT analysis (strengths, weaknesses, opportunities, and threats), to examine key structural and contextual aspects of GBA. Participants were free to identify the topics that they thought were inherent in their country-specific applications of GBAs (e.g., PE teaching, sport coaching, teacher/coach education and professional development), and critically reflect on them afterwards. Data were cross analyzed based on the debriefing of the commonalities that were identified across the different topics. A thematic analysis was used to construct themes that would represent a common view of participants’ entries per SWOT component. Results indicated that experts approached the SWOT analysis in a similar manner, focusing on topics such as PE teaching and sport coaching, tertiary courses, and professional development programs. The thematic analysis indicated the following themes per SWOT component: academic recognition and pedagogical value (Strengths), theory-practice disconnections and surface pedagogies (Weaknesses), community advocacy and professional networking (Opportunities), narrow mindedness and rigid mentalities (Threats). Results support findings raised in previous research examining the development and dissemination of GBAs. Using Bourdieu’s concepts of field (GBAs as a discrete field), and doxa (shared opinions and beliefs that bind experts together) as a heuristic to interpret our findings, we understand that our participants’ perceptions of the value and logic of GBAs was obtained more through their shared academic affiliation with GBAs and less via their espoused GBA variant. We thus advocate for the adoption of a shared framework to GBA use, as modified game-practice that sets the base for developing thoughtful, creative, intelligent, and skillful players. Keywords: physical education, sport, game-based learning, dox

Teaching Games for Understanding and Athlete-Centred Coaching

The pedagogies chosen by sport teachers and coaches are a powerful way to influence athletes’ development and sense of themselves. Athlete-centred coaching has emerged as a humanistic approach developed to engender empowerment and agency within the player/athlete and enhance their performance by adopting a holistic approach to the athlete. The purpose of this chapter is threefold. Firstly, to explore game-based approach research and practice related to coaching and player development (e.g., game sense). Second, to examine and reflect on athlete-centred coaching as an approach that promotes an educative and holistic process for players’ sporting experiences. We will outline the sporting experience (i.e., sport as a form of play, the athletes and coach). Finally, to discuss the possibilities and challenges of implementing an athlete-centred approach to coaching and player development

PE Teachers' Engagement with Teaching Games for Understanding and Perceived Barriers to Implementation

Teaching Games for Understanding (TGfU), as an approach to teaching physical education in schools, has 40 years of academic research and practice. Despite this, the approach has continued to meet resistance in its implementation. The aim of this study was to evaluate the impact of a teacher training session to address previously highlighted five perceived barriers (11- sub barriers) to teaching TGfU. A pre-post design study utilising questionnaires and focus groups examined and evaluated 17 secondary school PE teachers in the North of England who delivered TGfU as part of a 6-week scheme of work. This followed 2-hour TGfU related teacher development sessions (CPD) in their PE departments. Inferential statistics identified that the main barriers to implementation of TGfU were lack of time (planning TGfU lessons and within lessons to teach TGfU), lack of understanding (needing to teach skills first before teaching TGfU and unsurety about how to apply TGfU in practice) and teachers’ lack of knowledge (lack of training in how to apply TGfU). There was no significant difference in the remaining barriers before and after CPD. Recommendations for overcoming barriers to TGfU in schools included an initial CPD event, the availability of a facilitating expert to assist with the teachers’ implementation, and continued support after the CPD event with time available to plan and practice. Teachers suggested more TGfU resources were needed in a central location for ease of access allied with support and endorsement for the approach by their senior leadership team

An International Consensus on Terminology Game-Based Vs Game-Centred

The Association Internationale des Ecoles Superieures d’Education Physique (AIESEP) TGfU Special Interest Group (TGfU SIG) is an international community of members who share a similar vision for PE pedagogy and games. A Taskforce of members from the TGfU SIG International Advisory Board was appointed to address a terminological inconsistency to unite their academic community. The debate focused on the two terms – Game-Centred Approach (GCA) and Game-Based Approach (GBA) – which permitted an agreement of the fundamental concepts of the pedagogy and underpinned the rationale for their conclusion. The adoption of the term GBA acknowledges the crucial element of a modified game as a fundamental teaching and learning tool in a learner-focused pedagogy. The TGfU SIG IAB Taskforce comprised : Dr. David Gutierrez (IAB chair), Dr. Kanae Haneishi (USA representative), Dr. Aspasia Dania (Greece representative), Dr. Cláudio Farias (Portugal representative), Dr. Stefan König (Germany representative) and Dr. Sanmuga Nathan (Malaysia representative). This article highlights the background to the publication of the Consensus Statement

Teaching Games and Sport for Understanding

This new book brings together leading and innovative thinkers in the field of teaching and sport coaching pedagogy to provide a range of perspectives on teaching games and sport for understanding. Teaching Games and Sport for Understanding engages undergraduate and postgraduate students in physical education and sport coaching, practicing teachers, practicing sport coaches, teacher educators and coach developers. The contributions, taken together or individually, provide insight, learning and opportunities to foster game-based teaching and coaching ideas, and provide conceptual and methodological clarity where a sense of pedagogical confusion may exist. Each chapter raises issues that can resonate with the teacher and sport practitioner and researcher. In this way, the chapters can assist one to make sense of their own teaching or sport coaching, provide deeper insight into personal conceptualisations of the concept of game-based teaching and sport coaching or stimulate reflections on their own teaching or coaching or the contexts they are involved in. Teaching games and sport for understanding in various guises and pedagogical models has been proposed as leading practice for session design and instructional delivery of sport teaching in PE and sport coaching since the late 1960s. At its core, it is a paradigm shift from what can be described as a behaviourist model of highly directive instruction for player replication of teacher/coach explanation and demonstration to instructional models that broadly are aimed at the development of players self-autonomy as self-regulated learners –‘thinking players’. This innovative new volume both summarises current thinking, debates and practical considerations about the broad spectrum of what teaching games for understanding means as well as providing direction for further practical, pragmatic and research consideration of the concept and its precepts and, as such, is key reading for both undergraduate and postgraduate students of physical education and sport coaching as well as practicing teachers and sport coaches

PE teachers’ perspectives and identification of the barriers to implementing TGfU in England using Occupational Socialisation.

Teaching Games for Understanding (TGfU) was introduced into academia over 30 years ago but has met resistance in adopting it into mainstream schools. The aim of this study was to identify the barriers to implementing TGfU in English schools, through the lens of Occupational Socialisation Theory. Qualitative data using semi-structured interviews were collected using the three phases of Occupational Socialisation (Acculturation, Professional Socialisation and Organisational Socialisation) providing information on teachers’ childhood, university and workplace experiences. The data were collected from 15 secondary PE teachers from across 13 state schools in Yorkshire, England. The study found that teachers’ childhood experiences underpinned their choice of career with parental influences and experiences of PE in school being major contributing factors. Whilst at university, the teachers adopted the teaching method of their placement mentor in preference to those taught by their lecturers. The major finding of this study was that in-service teachers’ job experiences had the greatest influence on their current teaching practice. The two main areas of influence were the PE department ethos and teachers’ education. In all, five main barriers to implementing TGfU were found, these were: lack of understanding, lack of knowledge, lack of support, reluctance to change and lack of time to plan and implement TGfU lessons. The teachers’ opinions on overcoming these barriers included: coaching awards, advertising on social media and teacher centred websites, improved subject resources and the need to be educated through on the job training to allow for greater networking opportunities. The latter two ways were viewed by all of the participants as the primary methods to overcome the barriers. The findings of this study suggest that focusing on teachers’ on-the-job experience is the most effective way of improving the chances of implementing the TGfU model in schools. This study promotes targeting organisational socialisation through on-the-job CPD training as a means of re-educating teachers