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dc.contributor.authorOLeary, N.
dc.date.accessioned2016-04-19T11:23:00Zen
dc.date.available2016-04-19T11:23:00Zen
dc.date.issued2015-05-20
dc.identifier.citationO'Leary, N. (2015) 'Learning informally to use the 'full version' of teaching games for understanding', European Physical Education Review, 22 (1) doi: 10.1177/1356336X15586177
dc.identifier.issn1356-336X
dc.identifier.issn1741-2749
dc.identifier.doi10.1177/1356336X15586177
dc.identifier.urihttp://hdl.handle.net/2436/605876
dc.description.abstractThis 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.
dc.language.isoen
dc.publisherSAGE Journals
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X15586177
dc.subjectInformal learning
dc.subjectexperienced teacher
dc.subjectoccupational socialisation
dc.subjectteaching games for understanding
dc.subjectcommunity of practice
dc.titleLearning informally to use the 'full version' of teaching games for understanding
dc.typeJournal article
dc.identifier.journalEuropean Physical Education Review
refterms.dateFOA2018-08-21T12:41:25Z
html.description.abstractThis 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.


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