PE teachers’ perceptions of and experiences with using the TGFU model in teaching team games in elementary school

Abstract

Problem statement: The theoretical literature on Physical Education (PE) supports the claims of the Teaching Games for Understanding (TGFU) approach advocates for teaching games. However, contradictory evidence exists in the empirical–scientific literature. A limited number of studies have focused on in-service PE teachers’ perceptions of the TGFU model. Most of these studies have focused on the views of in-service secondary education PE teachers, while a limited number of studies have examined in-service PE teachers’ views on implementing TGFU in elementary education. Purpose: The purpose of this study was to examine in-service PE teachers’ perceptions of and experiences with the TGFU model in PE and its effectiveness in teaching team games (team handball) to elementary students. Methods: Six in-service PE teachers participated in this study (three females and three males) from six separate Greek public elementary schools. PE teachers were trained to deliver a TGFU unit and then they applied the TGFU model to teach a common unit of eight consecutive ready-made team handball lessons. Qualitative data were gathered from semi-structured interviews, and quantitative data were obtained from participants’ diaries. Each teacher participated in an individual semi-structured interview to record their perceptions of the TGFU model. Results: Participants revealed that they held positive views of the TGFU model and were generally satisfied with its impact on students’ progress. More specifically, they noted that TGFU helped them to develop their students’ skills, knowledge of the rules, tactics, and game play. In addition, they reported that the TGFU model significantly promoted students’ enjoyment, involvement, and cooperation in the lesson. They stressed that the TGFU model helped the less skilful students in playing team games to improve their skills, performance, and understanding of the game tactics and increased their confidence and involvement in the PE. All PE teachers who participated in this study identified an array of benefits of the TGFU implementation and hence stated that they will adopt this model for teaching team games. In addition, they mentioned that they will recommend it to colleagues as an effective approach for teaching team games. Conclusion: All participants stated that TGFU helped them in achieving the elementary PE curriculum goals regarding team games. Thus, it can be concluded that TGFU is effective and suitable for teaching team games to elementary school students.