The purpose of this study was to determine if a new teaching model, Teaching
Games for Understanding (TGfU), can influence participants’ understanding of learning and change their practice. This practitioner action research took place over one semester and included four
physical education (PE) teachers. Two participants taught using the TGfU model and two participants used their typical practice. Collaboration within a professional learning community encouraged a recursive process of learning of critical aspects of practice.
The results of this study indicate that teacher change in PE is possible through the
introduction of a new teaching model. The new model enabled a deep analysis of beliefs
and led change in practices. For example, the teachers more fully realized the
significance of modifying the game (TGfU core idea) to meet their students’ ability
levels. In particular, how modifying games is most effective when the students decide
how the game will be modified, select the criteria for success when playing the game, and are involved in their own formative assessment.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3005 |
| Date | 31 August 2010 |
| Creators | McMath, Christopher Robert James |
| Contributors | Hopper, Tim |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
Page generated in 0.0018 seconds