Teacher engagement with teaching games for understanding - game sense in physical education

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.