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Teaching games for understanding (TGFU) as a positive and versatile approach to teaching adapted games

Jarrett, Kendall, Eloi, Serge and Harvey, Stephen 2014, Teaching games for understanding (TGFU) as a positive and versatile approach to teaching adapted games, European journal of adapted physical activity, vol. 7, no. 1, pp. 6-20.

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Title Teaching games for understanding (TGFU) as a positive and versatile approach to teaching adapted games
Author(s) Jarrett, KendallORCID iD for Jarrett, Kendall orcid.org/0000-0002-9114-3028
Eloi, Serge
Harvey, Stephen
Journal name European journal of adapted physical activity
Volume number 7
Issue number 1
Start page 6
End page 20
Total pages 15
Publisher European Federation of Adapted Physical Activities
Place of publication Olomouc, Czech Republic
Publication date 2014
ISSN 1803-3857
Keyword(s) adapted sport
TGfU
pedagogy
curriculum
physical education
Summary 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 teachgames. A research design akin to action research was adopted whereby pre-service PE teachers and sportscoaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league utilising a TGfUapproach. Data were generated through end of session whole-class reflections, semi-structured individualinterviews undertaken (n = 3), and post session first-author/primary practitioner reflections. Data analysiswas 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.
Language eng
Field of Research 130210 Physical Education and Development Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C2.1 Other contribution to refereed journal
Copyright notice ©2014, European Federation of Adapted Physical Activity
Persistent URL http://hdl.handle.net/10536/DRO/DU:30077388

Document type: Journal Article
Collection: School of Education
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