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    Learning informally to use the 'full version' of teaching games for understanding

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    Authors
    OLeary, N.
    Issue Date
    2015-05-20
    
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    Abstract
    This paper examines an experienced teacher’s employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the ‘full version’ of the model largely congruent with the creators’ intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were ‘washed out’ by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time.
    Citation
    O'Leary, N. (2015) 'Learning informally to use the 'full version' of teaching games for understanding', European Physical Education Review, 22 (1) p 3-22 doi: 10.1177/1356336X15586177
    Publisher
    SAGE Journals
    Journal
    European Physical Education Review
    URI
    http://hdl.handle.net/2436/605876
    DOI
    10.1177/1356336X15586177
    Additional Links
    http://epe.sagepub.com/cgi/doi/10.1177/1356336X15586177
    Type
    Journal article
    Language
    en
    ISSN
    1356-336X
    1741-2749
    ae974a485f413a2113503eed53cd6c53
    10.1177/1356336X15586177
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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