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2. The influence of occupational socialization on physical education teachers' interpretation and delivery of teaching games for understanding

Author

O'Leary, Nicholas, Martin, Susan, and Carr, Sam

Subjects
796.07, physical education, teaching games for understanding
Abstract

Despite sound policy and educative reasons for its adoption, the use of Teaching Games for Understanding (TGfU) (Bunker and Thorpe, 1982, 1986b) amongst Physical Education (PE) teachers remains limited. Previous research has indicated that PE (student) teachers’ past and current experiences influence their interpretation and application of this instructional model. The purposes of this interpretative case study therefore were to (a) examine how PE teachers not formally educated in its use interpreted and delivered TGfU using net games and (b) identify the factors that led to their interpretation and delivery of this model. The participants were three purposefully selected teachers from a Sports Academy in the West Midlands, United Kingdom (UK). Data were collected through formal, stimulated-recall and informal interviews, lesson observation field notes, teacher reflective journals and lesson planners. The theoretical framework used to guide data collection and analysis was occupational socialization¹ (Lawson, 1983a, b). The data was inductively analysed teacher by teacher and then by cross-case analysis (Lincoln and Guba, 1985). Findings showed that the teachers demonstrated differing versions of TGfU based around teaching tactics, techniques and use of social constructivist learning strategies. Themes that influenced the teachers’ interpretations and use of TGfU individually and/or collectively were their knowledge of games; the capabilities and behaviour of their pupils and the influence of past and present colleagues. The original contribution to knowledge of this thesis is that the workplace appears incapable of encouraging the full version of the model to be utilised by teachers not previously educated in its use in the UK, irrespective of the relative simplicity of the game taught and the time frame. It is recommended that teachers receive Continuous Professional Development (CPD) to develop their understanding of the tactical problem-solving nature of games; ensure they have sufficient content knowledge and be able to implement the underpinning learning theory effectively.

Published
2012

3. Researching the Pieces of a Puzzle: The Use of a Jigsaw Learning Approach in the Delivery of Undergraduate Gymnastics

Author

O'Leary, Nicholas and Griggs, Gerald

Abstract

There have been strengthening recommendations that physical education (PE) should make a wider contribution to learning beyond that of psychomotor development. Cooperative learning models show considerable potential for study in PE but as yet these remain unexplored. This article reports upon an undergraduate gymnastics programme delivered using a jigsaw learning approach. A purposive sample of 61 third-year PE undergraduates was selected for the study and data were collected using focus-group interviews and field notes. In evaluating the jigsaw learning approach it became apparent that while it had clearly met the needs of a wider set of priorities, such as those of the affective and cognitive learning domains, it fundamentally failed to facilitate psychomotor learning. Such tensions may well become increasingly apparent as practitioners of PE navigate its place within future educational structures and raise interesting questions as to what "high-quality" PE should actually be.

Published
2010
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5. Researching the pieces of a puzzle: the use of a jigsaw learning approach in the delivery of undergraduate gymnastics.

Author

O'Leary, Nicholas and Griggs, Gerald

Subjects
*GYMNASTICS, *UNDERGRADUATES, *PERCEPTUAL motor learning, *JIGSAW puzzles
Abstract

There have been strengthening recommendations that physical education (PE) should make a wider contribution to learning beyond that of psychomotor development. Cooperative learning models show considerable potential for study in PE but as yet these remain unexplored. This article reports upon an undergraduate gymnastics programme delivered using a jigsaw learning approach. A purposive sample of 61 third-year PE undergraduates was selected for the study and data were collected using focus-group interviews and field notes. In evaluating the jigsaw learning approach it became apparent that while it had clearly met the needs of a wider set of priorities, such as those of the affective and cognitive learning domains, it fundamentally failed to facilitate psychomotor learning. Such tensions may well become increasingly apparent as practitioners of PE navigate its place within future educational structures and raise interesting questions as to what 'high-quality' PE should actually be. [ABSTRACT FROM AUTHOR]

Published
2010
Full Text
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