%0 Journal Article
%T Teacher engagement with teaching games for understanding - game sense in physical education
%A SHANE PILL
%J Journal of Physical Education and Sport
%D 2011
%I University of Pitesti
%X Previous research has suggested that the implementation of innovation that reinvigorates the teaching ofgames and sports in Australian schools has faced considerable barriers (Alexander, 2008; Light & Georgakis,2005; Pill, 2009). One example of an innovation to enhance sport teaching and learning is Teaching Games forUnderstanding-Game Sense (den Dun, 1996, 1997a). This paper presents the findings from a survey of physicaleducation teachers¡¯ in one Australian state and the degree of engagement with TGfU-GS curriculum design andenactment. Sixty Four teachers participated in a web survey investigating the penetration of TGfU-GScurriculum. The data was treated as qualitative and the surveys were analysed by comparative systematicinterpretation to reveal recurring themes. The analysis indicated that TGfU- GS was thought to be mostapplicable for senior years (Years 11-12) physical education. Teachers recognised the use of small-sidedmodified games and ¡®questioning as pedagogy¡¯ as common practice and not distinctive to a TGfU-GS approach.However, the use of questioning was generally not planned for in teacher lesson preparation and lesson planningdid not utilise TGfU-GS game categories to thematically develop game understanding systematically acrosssport specific units of work. While elements of TGfU-GS pedagogy are evidenced in the design and enactmentof sport and sport related games teachers TGfU-GS was yet to be fully understood and implemented by themajority of teachers.
%K Physical education
%K sport
%K game sense
%K teaching games for understanding
%U http://www.efsupit.ro/images/stories/1_Shane_Pill.pdf