Teaching games for understanding (TGfU) in physical education in secondary schools

Abstract

The main aim of this dissertation is to explore the perceptions of local physical education teachers, University PE students as well as the views from the Directorate of Education regarding the Teaching Games for Understanding (TGfU) model as a PE pedagogical method. The research explores the extent TGfU is used by the participants in this study. Fifteen semi-structured interviews were conducted so as to capture the targeted data. The research participants consisted of seven Physical Education teachers with at least five years’ teacher experience, seven University students in their final year of the B. Ed Physical Education course, as well as an official from within the Directorate of Education. A thematic analysis of data shows that all participants are in line when discussing the basics of the TGfU model, however, when it comes to the implementation of this pedagogy, University students can apply it more appropriately. Results show that at University, the TGfU model is considered as a student centred pedagogy where it is crucial for appropriate learning. This results in students teachers being more aware and up-to-date with this pedagogy. Furthermore, results show that teachers make use of other pedagogies mainly skill based approach, where they consider the skill based approach as more skill specific and more suitable for them to implement. With regards to these results, suggestions were made so that teachers together with student teachers could improve their current practices in order to provide better Physical Education lessons.