Teaching Games for Understanding to In-Service Physical Education Teachers: Rewards and Barriers Regarding the Changing Model of Teaching Sport

2010 ◽  
Vol 29 (4) ◽  
pp. 378-398 ◽  
Author(s):  
Mario Díaz-Cueto ◽  
Juan Luis Hernández-Álvarez ◽  
Francisco Javier Castejón
Keyword(s):  
Physical Education ◽  
Work Group ◽  
Physical Education Teachers ◽  
Significant Progress ◽  
Self Assessment ◽  
Teaching Games For Understanding ◽  
Pedagogical Expertise ◽  
Support Strategies ◽  
Initial Stage ◽  
Sports Data

The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants’ diaries. The results show the difficulties PE teachers had in the planning and implementation of TGfU. In the initial stage of implementing TGfU, teachers reported feelings of insecurity to the point of doubting their own pedagogical expertise and knowledge. They also reported anxiety and exhaustion. Once they surpassed the first stage, teachers’ feelings of satisfaction increased in parallel with students’ improvement, in particular because students with the lowest skill level had made significant progress in decision-making, overall compression of the game, and tactical problem solving. This study identified some major challenges facing PE teachers wishing to implement TGfU, and thus allows for the development of support strategies to promote teachers’ pedagogical self-assessment.

scholarly journals Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

2014 ◽  
Vol 2 (1) ◽  
pp. 74
Author(s):  
Yurdagül Günal
Keyword(s):  
Physical Education ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Peer Assessment ◽  
Perceived Competence ◽  
Arithmetic Mean ◽  
Assessment Methods ◽  
Physical Education Teachers ◽  
Self Assessment ◽  
Group Assessment

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

scholarly journals Games Teaching: Assessment in Teaching Games for Understanding

2003 ◽  
Vol 9 (2) ◽  
pp. 58-62
Author(s):  
Raymond Yuk Kwong LIU
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Curriculum Development ◽  
Developmental Stage ◽  
Assessment Method ◽  
Physical Education Teachers ◽  
Teaching Games For Understanding ◽  
Teaching Assessment ◽  
Games Teaching

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Given that, at present, assessment in the Teaching Games for Understanding approach is at a developmental stage, this paper is to articulate an effective and efficient assessment blueprint for Physical Education teachers to adopt this new games teaching approach in the teaching of ball games in schools. Through a case study involving PE teachers, this researcher has confirmed that the proposed assessment method is both effective and has practical value. Basing on the findings, it is recommended that, during implementation, students should not be solely assessed by the teacher, but as well by their peers; such mode of assessment is strongly recommended by the Curriculum Development Council of Hong Kong.目前「領會敎學法」評估的方法仍在發展探索階段中。本文的目的是建議一種評估方法，讓體育敎師能在採用「領會敎學法」敎授球類課時，也可以採用一套有效及可行的評估方法，衡量學生的真正球類活動的表現。作者透過個案研究，印證這種評估方法能有效的量度學生球類活動的整體表現能力，和這方法在學校施行上也很容易。作者並建議，在評估過程中，除了敎師評估學生外，也採納學生互評方法，這評估安排，也是課程發展議會在體育課程改革中所提倡的多元化的評估策略和模式之一。

scholarly journals Continuing education of physical education teachers and self-assessment of the teaching domain

2017 ◽  
Vol 23 (3) ◽  
Author(s):  
Francis Natally de Almeida Anacleto ◽  
Janaína da Silva Ferreira ◽  
Carlos Alberto Serrão dos Santos Januário ◽  
José Henrique dos Santos
Keyword(s):  
Physical Education ◽  
Continuing Education ◽  
Physical Education Teachers ◽  
Self Assessment

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

2004 ◽  
Vol 10 (2) ◽  
pp. 57-66
Author(s):  
Alberto CRUZ
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
New Approach ◽  
Teaching Games For Understanding ◽  
Team Handball ◽  
Teachers And Students ◽  
Approach To Teaching ◽  
Teaching Team ◽  
Education And Development

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。

scholarly journals Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta

KINESTETIK ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 35-46
Author(s):  
Arifin Arifin ◽  
Enung Hasanah
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Qualitative Method ◽  
Work Group ◽  
Leadership Role ◽  
Physical Education Teachers ◽  
Teacher Skills ◽  
Teachers And Students ◽  
Teacher Work ◽  
The Subject

This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.

Effects of Self-Assessment and Goal Setting on Verbal Behavior of Elementary Physical Education Teachers

1987 ◽  
Vol 6 (2) ◽  
pp. 166-173 ◽  
Author(s):  
Barbara Ewens Cusimano
Keyword(s):  
Physical Education ◽  
Goal Setting ◽  
Teacher Behavior ◽  
Physical Education Teachers ◽  
Control Group ◽  
Intervention Package ◽  
Self Assessment ◽  
Elementary Physical Education ◽  
Significant Difference ◽  
Specific Feedback

This study investigated change in verbal teacher behavior due to a planned intervention on inservice training in self-assessment of audiotaped lessons and goal setting. The subjects were 15 elementary physical education teachers. A pretest-posttest control group experimental design was utilized. Verbal teacher behavior was assessed by event and duration recording. Change in verbal teacher behavior was analyzed using multivariate analysis of variance. Following intervention there was a statistically significant interaction for positive specific feedback, F(7) = .0015, p < .05, and corrective specific feedback, F(7) = .0417, p < .05. No statistically significant difference was evident for acceptance of students’ skill performance ideas. It appears that positive specific feedback and corrective specific feedback can be modified through the use of a planned intervention package including self-assessment and goal-setting.

scholarly journals Juegos del S. XVI en las clases de Educación Física de Secundaria (Sixteenth century games in Secondary Physical Education classes)

Retos ◽  
2015 ◽  
pp. 50-55
Author(s):  
Julio César Rodríguez de la Cruz
Keyword(s):  
Sixteenth Century ◽  
Physical Education ◽  
Work Group ◽  
Physical Education Teachers ◽  
Elizabeth I ◽  
Educational Tool ◽  
Specific Subject ◽  
Late Fifteenth ◽  
Historical Moment ◽  
Formación Permanente

A los docentes de la Educación Física nos suele caracterizar nuestro interés por la formación permanente, así como por la creación de nuestros propios recursos didácticos. En esta línea de actuación, nuestro departamento se constituyó en el curso 2003-2004 como Grupo de Trabajo para propiciar un lugar de intercambio y encuentro de ideas y experiencias. De este foro surgió una Unidad Didáctica para la Secundaria con los juegos y concursos de precisión practicados entre finales del siglo XV y mediados del XVI (coincidiendo con el reinado de Isabel I) como principales protagonistas. Además, en esta ocasión en particular, el trabajo específico del área se unió a otro multidisciplinar en aras de procurar un estimulante y enriquecedor vehículo de conocimiento sobre ese momento histórico. Por último, comentar que el producto final alcanzado dio unos frutos extraordinarios con grupos de alumnos con muy baja motivación hacia cualquier tipo de actividad físico y/o deportiva, por lo que su valor se incrementa aún más.Abstract: Physical Education teachers are characterized by our interest in both permanent training and elaborating our own didactic resources. Based on this performance, our department took form of a work group during 2003-2004 as a place to share and exchange ideas and experiences. Out of this forum, we created a didactic unit for Secondary Education with games and accuracy contests practised during the late fifteenth and mid sixteenth centuries (while the reign of Elizabeth I) as main topics. Besides, on this particular occasion, our specific subject work involved a multi-disciplinary approach in order to obtain some stimulant and enriching knowledge of that historical moment. Finally, the result that we achieved was successful with a group of students who don’t feel at all motivated by any kind of physical activity. Therefore, we value this work highly as an educational tool.

scholarly journals La investigación en iniciación deportiva válida para el profesorado de educación física en ejercicio (Research on sports initiation valid for physical education teachers in-service )

Retos ◽  
2015 ◽  
pp. 263-269 ◽  
Author(s):  
Javier Castejón Oliva
Keyword(s):  
Physical Education ◽  
Cognitive Processes ◽  
Physical Education Teachers ◽  
Teaching Games For Understanding ◽  
Educational Curriculum ◽  
Design And Implementation ◽  
Comprehensive Education ◽  
Evaluation Strategies

La finalidad del presente artículo es presentar propuestas actuales sobre la enseñanza del deporte en Educación Física en el marco de la Enseñanza Comprensiva (que es como habitualmente se denomina en España al modelo Teaching Games for Understanding). Estas propuestas suponen cambios significativos en la iniciación deportiva con el fin de que el deporte tenga sentido educativo al incidir en los ámbitos cognitivo, afectivo-social y motor. Para llegar a dichas propuestas se expone cómo la investigación ha aportado argumentos suficientes para una adecuada puesta en práctica de la Enseñanza Comprensiva. Nuevas líneas de investigación han mostrado cambios en la perspectiva de enseñanza, de forma que se intenta una mayor implicación del alumnado en su autonomía y auto-responsabilidad. Para demostrar en qué sentido se están desarrollando estas perspectivas, hemos elegido algunas de las propuestas, a nuestro entender, más relevantes: (a) una mayor implicación del alumnado en los procesos cognitivos; (b) diseño y puesta en práctica de actividades deportivas por iniciativa del alumnado; y (c) aplicación de la evaluación con estrategias de interacción entre el alumnado. Se incluyen ejemplos prácticos que ayudan al profesorado de EF en ejercicio a aplicar con más profundidad el modelo y obtener mayores y mejores aprendizajes, según se demandan en el currículo educativo. Se concluye con algunas de las tendencias más significativas que servirían para futuras investigaciones y de apoyo al profesorado.Abstract. The purpose of this article is to present current proposals on the teaching of sport in physical education with the Teaching Games for Understanding (Comprehensive Education in Spain). These proposals involve significant changes in the sport initiation to the sport have educational sense to influence in the domains cognitive, affective and motor. To get to these proposals exposed how the research has provided sufficient arguments for an adequate implementation of the TGfU. New lines of research have shown changes in teaching perspective, so that a greater involvement of students in their autonomy and self-responsibility. To demonstrate how they are developing these perspectives, we have chosen some of the proposals, in our opinion, more relevant: (a) greater involvement of students in cognitive processes; (b) design and implementation of sports at the initiative of students; and (c) application of evaluation strategies of interaction among students. Practical examples that help PE teachers in-service to apply the model more deeply and get more and better learning are included, as demanded in the educational curriculum. It concludes with some of the most significant trends that would serve to further research and support for teachers.

scholarly journals La autoevaluación en expresión corporal en formación inicial del profesorado de educación física: un ejemplo de buena práctica (Self-assessment in body expression in Physical Education Teacher Education. An example of good practice)

Retos ◽  
2015 ◽  
pp. 236-241
Author(s):  
Maria Rosario Romero Martín
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Academic Support ◽  
Good Practice ◽  
Educational Innovation ◽  
Physical Education Teachers ◽  
Self Assessment ◽  
Physical Education Teacher Education ◽  
Perceptions Of Students ◽  
Innovación Educativa

La formación universitaria está siendo objeto de múltiples transformaciones. Ello ha conllevado la proliferación de acciones de innovación educativa promovidas desde distintos estamentos o por la propia iniciativa del profesorado. La Formación Inicial del Profesorado de Educación Física no es ajena a estos cambios. El trabajo que presentamos pretende analizar las percepciones de los estudiantes del Grado de CC de la Actividad Física y el Deporte sobre una buena práctica (BP) de evaluación formativa en Expresión Corporal, y conocer si los egresados aplican sus aprendizajes cuando se incorporan a la práctica profesional docente. Para ello se ha aplicado un cuestionario sobre las percepciones de los estudiantes en relación a la buena práctica y se han realizado entrevistas semiestructuradas con egresados. Los resultados de los dos cursos analizados indican una alta aceptación de la experiencia por parte de los alumnos. La consideran innovadora, destacando las valoraciones sobre las ayudas recibidas por el profesorado y por los compañeros; igualmente aparecen aspectos que orientan a los profesores para mejorar la experiencia, como la introducción de evaluaciones entre pares o el estudio de la dificultad de las tareas a realizar. Del análisis de la transferencia se observa que los exalumnos reconocen los aprendizajes derivados de estos tipos de experiencias y que aplican en sus contextos docentes, en mayor o menor medida, versiones de las mismas atribuyendo a la práctica docente buena parte de sus aprendizajes.Abstract. Higher education is undergoing multiple transformations. This has involved the proliferation of educational innovation actions promoted by various institutions or teachers’ initiatives. Physical education early undergraduate training of future physical education teachers is not immune to these changes. Our study aims to know the perceptions of students and graduates on good practice of formative assessment in body language. Moreover, we were interested in determining if the students incorporated this learning when they were on teaching practice. The results suggest that this proposal of good practice was highly valued from the students. The students considered the experience innovative; the students highlight the values of academic support of teachers and peers; likewise some aspects emerge that help teachers to improve the experience, such as introducing students to peer review, or exploring difficulty in tasks. Transfer analysis shows that graduates recognize the learning derived from these kinds of experiences and apply in their learning environments versions of them to a greater or lesser extent, while attributing much of their learning to teaching practice.

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