Previous research has suggested that the implementation of innovation that reinvigorates the teaching of games and sports in Australian schools has faced considerable barriers (Alexander, 2008; Light & Georgakis, 2005; Pill, 2009). One example of an innovation to enhance sport teaching and learning is Teaching Games for Understanding-Game Sense (den Dun, 1996, 1997a). This paper presents the findings from a survey of physical education teachers' in one Australian state and the degree of engagement with TGfU-GS curriculum design and enactment. Sixty Four teachers participated in a web survey investigating the penetration of TGfU-GS curriculum. The data was treated as qualitative and the surveys were analysed by comparative systematic interpretation to reveal recurring themes. The analysis indicated that TGfU- GS was thought to be most applicable for senior years (Years 11-12) physical education. Teachers recognised the use of small-sided modified games and 'questioning as pedagogy' as common practice and not distinctive to a TGfU-GS approach. However, the use of questioning was generally not planned for in teacher lesson preparation and lesson planning did not utilise TGfU-GS game categories to thematically develop game understanding systematically across sport specific units of work. While elements of TGfU-GS pedagogy are evidenced in the design and enactment of sport and sport related games teachers TGfU-GS was yet to be fully understood and implemented by the majority of teachers.
|Number of pages||9|
|Journal||Journal of Physical Education and Sport|
|Publication status||Published - Jun 2011|
- Game sense
- Physical education
- Teaching games for understanding