Teachers' and Students' Perceptions of Teaching Games for Understanding Approach in Physical Education Lessons

Abstract

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate teachers' and students' perceptions toward the implementation of teaching games for understanding (TGFU) approach to teaching team handball lessons. The paper is intended to help serving teachers decide whether to adopt this approach in their teaching. The participants were five secondary physical education teachers and their secondary one to three students. The teachers were briefed the principles of the TGFU approach and instructed to teach with an eight-lesson team handball unit lesson plans in TGFU approach. A post-teaching interview on their views of using the new approach was conducted with the teachers. Views of students on their perceptions toward the effectiveness of the instructional approach were obtained through the use of a questionnaire at the end of the unit. Results revealed that all teachers held positive views on TGFU approach. They were willing to adopt this approach in future as the students were more active and had more fun in the lessons. The students expressed they had learnt well by understanding more about the tactics and the rules of the games. The positive responses of teachers and students to TGFU have great implications for teacher education and development.本研究目的是探討體育敎師和中學生對領會敎學法敎授手球課的觀感。研究員希望本文能協助在職老師審視利用領會敎學法敎學的可行性。五位中學體育老師及其初中學生參與是次研究。研究員首先向體育老師介紹領會敎學法的敎學原則，其後他們參照領會敎學法手球單元敎案敎授八節手球課。老師在授課後接受研究員訪問，探究他們對實施領會敎學法的意見。研究員亦利用問卷收集學生對此敎學法的效能觀感。結果顯示老師對領會敎學法持正面評債及樂於使用此敎學策略。學生亦表示透過此敎學法使他們更認識球例及戰術運用。此等正面回饋給予敎師發展及培訓多方面的啟示。