PhillipsandOLeary2014TGfU

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Research Matters mitre A Physical Education Student's Experience of Learning to Implement Teaching Games for Understanding through Action Research Lucy Phillips and Nick O'Leary Introduction pupil decision-making when teaching and Teaching Games for learning games. To play games competently Kirk and MacPhall Understanding (2009) suggest participants require declarative Despite previous and present incarnations of knowledge (familiarity with rules, aims and the National Curriculum for Physical Education The TGfU model starts with a modified game terminology of the game); procedural (NCPE) (DES/WO, 1992; DfE, 1995; setting the scene for the development of knowledge (being able to perform the correct QCA, 1999; QCA, 2007a, b; DfE, 2013) tactical awareness and decision-making, which, and strategic knowledge (when outlining the need for technical proficiency in their turn, always precede skill execution and where to use those techniques they and tactical knowledge and understanding, and performance (Bunker and Thorpe, 1982, become effective game skills). Unlike other teachers' current practices appear to emphasise 1986b). Modifications to the game can include activities on the physical education curriculum, the teaching of techniques that are largely the equipment used, the number of pupils games present problems of what to do and abstracted from the game (Kirk, 2009). Pupils involved and the size of the playing area. when to do it in addition to how to do it. lack understanding of how, where and when to Initially pupils should be taught the rules of the apply skills In a game context since there is a game; they should develop tactical awareness Indeed, outside of target-like games, the unique aspect of games is the decision-making lack of connection between technique practices considering what they need to do to be successful in the modified game. Teachers can process which precedes the technique and the game itself (Kirk, 2005). The Office for Standards in Education, Children's Services teach techniques and/or skills based on the employed (Bunker and Thorpe, 1982, 1986b). The thought processes or cognitive and Skills (Ofsted) has repeatedly noted needs of the pupils having observed the modified game. Pupils then return to a modified engagement appear to increase depending on teachers' over-emphasis on how to perform techniques, commenting that pupils' ability game. short, TGfU is the development of the number of players in the game and tactical awareness and decision-making within the degree of variability in the playing to select and apply these techniques in game a modified game and the teaching of skills environment (Launder, 2001). These points situations is less well taught (2001, 2004, strongly indicate that physical education policy 2009, 2013). Such concerns were identified where appropriate and always at the pupils' level (Allison and Thorpe, 1997). requirements and teachers' pedagogical over 30 years ago by David Bunker and Rod practices should Include the practical Thorpe, resulting in the creation of the Teaching The learning of tactical awareness, decision- application of skills underpinned by appropriate Games for Understanding (TGfU) model. making and skill execution requires the use of 68 Physical Education Matters Autumn 2014a number of pedagogical principles (Griffin It could be argued the asking of open-ended future of the teaching profession, it is essential and Sheehy, 2004; Metzler, 2011). The teacher questions and providing pupils with opportunities that they understand those factors that should set a tactical problem to the class and to develop their problem-solving contradicts encourage or prevent effective the initial modified game should be designed what many believe the teacher's role Is. Butler of the model they are to use it their future to help solve that problem. Open-ended (1996) found that experienced teachers using careers (Dyson, Griffin and Hastie, 2004). questioning should be employed by the teacher TGfU often believed that the purpose of For this reason the current study almed to to help the pupils solve the tactical problem teaching is to acquire knowledge and was examine the challenges faced by one physical set. Pupils should be given time to consider the job of the teacher to transmit such education student attempting to Implement situations and make decisions individually knowledge. The need to facilitate pupil TGfU a secondary school. and as part of a team. Giving pupils greater learning using open-ended questioning and ownership of the decision-making process subsequent reflective periods can also have should ald such decision-making In the game. repercussions in terms of class control. Despite the potential benefits of using TGfU Brooker et al (2000) behaviour Method (see Mendez, Valero and Casey, 2010; Oslin management as a major concern when using and Mitchell, 2006 for two comprehensive TGfU. Participant and study site reviews of this research research The lead author was the participant this with sport coaches (Roberts, 2011), student research Lucy was in the final year of a teachers (Li and Cruz, 2008) and qualified The current study three-year Bachelor of Arts Honours physical teachers (Casey, 2014; Wang and Ha, 2009) education degree at a university the West appears to suggest that the model Is difficult Despite Its potential to develop tactical Midlands, UK. She had undertaken third year to implement effectively. awareness and acquire applicable skills, module providing her with theoretical Is something of a rarity on UK playing fields and knowledge and understanding of TGfU and O'Leary (2011) in a previous edition of this sports halls (Jones and Cope, 2011). The the advantages and disadvantages of the journal identified four fundamental Issues with difficulties of Implementation Identified above model. As part of that module she had also the Implementation and ensuing use of TGfU. have resulted sports coaches (Harvey et al., undertaken micro-teaching of her peers using Firstly, (student) teachers have found the 2010; Light, 2004; Roberts, 2011), physical the TGfU model. An additional third year game-centred approach of the model education teachers (Barrett and Turner, 2000; pedagogy module had required Lucy to use demanding. Secondly, physical education Brooker et al., 2000; Butler, 1996; Rossl et al., TGfU in a secondary school for a minimum of (student) teachers' limited content 2007; Rovegno, 1998) and student teachers three lessons and reflect on issues in utilising knowledge of games has proved to be a (Dudley and Baxter, 2009; Li and Cruz, 2008, the model. To guide her previous and current stumbling block. Thirdly, the (student) Randall and Radford, 2003; Wright, McNeill use of TGfU, Lucy had been encouraged to teachers' use of open-ended questioning and Fry, 2009) finding it problematic to use utilise the framework of Ward and Griggs (2011) and allowing time for pupils to reflect and TGfU successfully. Given students are the (see Table 1 overleaf). make decisions appears problematic. Finally, behaviour management and control of the class are challenging. Bunker and Thorpe (1986a) found that when introducing TGfU teachers found it difficult to accept that techniques should not be central to the lesson and when taught should relate to the pupils' needs based on observing the modified game. Game modifications were difficult pills for teachers to swallow. While teachers stated they had always used mini- games, they found difficult to accept the game being the centre of the lesson and techniques and skills were taught to fulfil the requirements of the modified game and the needs of the pupils. The devising of developmentally appropriate modified games and the subsequent observation, questioning and feedback of a technical and tactical nature requires teachers to be very knowledgeable about games (Gubacs-Collins and Olsen, 2010). A superficial understanding of the game will mean providing feedback, particularly that of a tactical nature, extremely difficult (Brooker et al., 2000). The asking of the next relevant open-ended question means teachers have to be able to 'think on their This has even proved difficult for experienced teachers (Hastie and Curtner-Smith, 2006). Phvsical Education Matters Autumn 2014Research Matters Table 1: Principles of play, tactical problems and skills in games (Ward and Such a framework allowed Lucy to select Griggs, 2011, p.8) the principle of play and tactical problem she wished to focus upon. It also provided Principles of play Tactical problems Off the ball skills On the ball skills her with a strong indication of the relevant and solutions skills she might need to teach for her pupils to solve the tactical problem and thereby Attacking Scoring perform the principle of play effectively. Given Transporting the ball Core Examples: Core Examples: her knowledge and past teaching experiences, to scoring positions Zach and Cohen (2012) would suggest that and scoring Lucy was a credible 'place' to an innovative Instructional model such as TGfU Supporting Transition Maintaining Supporting the player On the ball control (Zach and Cohen, 2012). (moving possession of the ball in possession in Passing The study site was a Department for Education from positions which are: (DfE) funded secondary academy situated defence passable (low risk in the West Midlands. During the study the to of losing possession) school population was 1097 (Ofsted, 2012). attack) attacking (towards The majority of the pupils were White-British opposition's (80 per cent). The most recent Ofsted territory or goal) inspection rated the overall effectiveness Creating Moving the ball into Getting and Passing ahead of of the school as 'good' (Ofsted, 2012). The space attacking/scoring open' away from supporting players selected class of 24 Year 7 girls was to be positions defenders: Travelling with the taught netball. Lucy observed one netball faking ball lesson to assess the girls' abilities prior to dummying Drawing In defenders teaching the next eight lessons. turning Faking/dummying/ cutting turning Sending the ball to Research design and data wide and/or deep to collection methods supporting players An action research design was adopted. Penetration and Attacking the goal and Moving into space Travelling with the Utilised by other researchers examining scoring scoring between and behind ball teachers' efforts to implement tactically- defenders e.g. Crossing from wide based games models (Almond, 1986; Casey timed runs Passing/travelling and Dyson, 2009; Gubacs-Collins, 2007), Acting as a target between/behind action research Is a process of self-reflective player(s) for player (s) defence practice with the aim of Improving practice on the ball Shooting (Gubacs-Collins, 2007). It can also liberate the practitioner from adopting traditional approaches (Carr and Kemmis, 1986). Both Defending Preventing Scoring of these points are to this study. A Limiting attacking Core Examples: Core Examples: number of action research designs consisting options and regaining of planning, acting, observing, evaluating and possession reflecting can be utilised but these are often complex and challenging for undergraduate Defending space Covering space as a Marking opponents students to use (Denscombe, 2010; Koshy, defensive unit entering your space Denying Transition Koshy and Waterman, 2011). For these (moving Covering Intercepting reasons Lucy decided to use Kemmis and space undefended and from McTaggart's (2000) Action Research Spiral applying attack to attacking space (see Figure 1). pressure defence) Defending attacking Marking opponents The Action Research Spiral would allow players Positioning between Closing down Lucy to plan a change; act and observe the the goal and consequences of that change; reflect on those attacker consequences and then re-plan. The spiral nature of the design would provide Lucy with Regaining possession Closing down Intercepting an opportunity to visit an issue at a higher Tackling level each time, thereby progressing towards Clearing the ball a greater overall understanding (Koshy, Koshy away from potential and Waterman, 2011). scoring areas Two methods of data collection were used to Defending the goal Positioning to stop a Shot stopping develop Lucy's understanding of Implementing shot Distributing TGfU. She and a critical colleague (the physical Closing down education teacher of the class) completed a reflective Both focussed on 70 Physical Education Matters Autumn 2014Figure 1: The Action Research Spiral (adapted from Kemmis and McTaggart, 1988, p.11) throughout the lessons, her lack of content knowledge meant she had difficulty presenting appropriate tactical scenarios in modified game form to help the pupils to 1. Plan 2. Act 3. Reflect perform the principle of play. In congruence with Lucy, Brooker et al. (2000) found that an Australian high school teacher had very similar problems constructing modified basketball games and she had completed a 4. Re-plan 5. Act 6. Reflect Level 1 basketball coaching award. Secondly, devising modified games that were appropriate for the pupils proved difficult. She commented In her diary that group informed me that when they had the centre the roles of the teacher and pupils in a TGfU Results and discussion pass they would always score and when the lesson and successes and around use analysis of the data identified three other team had the centre pass they would of the model. Pupil written reflections were challenges/themes Lucy faced in implementing always score. Therefore the too also sought at the end of each lesson providing feedback based around lesson objectives and TGfU: the modification of games, the use of predictable and too easy" (teacher what they had/had not enjoyed during the open-ended questions and pupil cooperation. lesson 4). Despite reflecting and re-planning throughout the eight lessons, Lucy found her lesson. modifications did not always translate well into practice. One pupil commented, think the The modification of games games you've given US are too easy" (pupil Data analysis A developmentally appropriate modified game comment card, lesson 6). Using this learner- Given this was an exploratory study, a general should be designed to help pupils solve the centred model effectively required Lucy to inductive approach to data analysis was used tactical problem presented by the teacher know the pupils well. It was evident Lucy (Thomas, 2006). Such an approach may be (Ward and Griggs, 2011). This proved to be a did not know the girls sufficiently to always defined as a process for "making sense of challenge in two different but related ways. challenge them appropriately. The use of field data" and Guba, 1985, p.202). Firstly, Lucy recognised that devising modified devised modified games (and Firstly, data was read identifying 'units' of her lack of netball knowledge) also impacted games was heavily rellant on her tactical information relevant to the study. Units of knowledge of netball. She had limited on Lucy's attempts to develop pupils' tactical information expressing similar content were experience of playing the game and had not knowledge using open-ended questioning. categorised and once a category had between undertaken a netball coaching course. She six to eight units of Information, the category commented that "the modified game in lesson was named. Initial categories were subsumed one needed to be modified further to highlight The use of open-ended questions into other categories until the most the tactical problem support to maintain TGfU required Lucy to take on the role of a remained. These summary categories provide possession" (teacher journal, lesson 1). While facilitator using open-ended questioning in the themes for the discussion that follows. Lucy was able to present small-sided games order to improve pupils' decision-making Physical Education Matters Autumn 2014 71Research Matters during game play (Mitchell, Oslin and Griffin, McNeill et al., 2008) and even an experienced Pupil cooperation 2006). She adopted the five concepts of teacher had problems asking a follow-up Griffin and Sheehy (2004) to aid her use of question (Hastie and Curtner-Smith, 2006). Providing pupils with time to consider open-ended questioning: tactical awareness Lucy's ability to phrase open-ended questions situations and make individual and team (what could you do skill and movement encouraged pupil reflection and became a decisions requires pupils to work cooperatively execution (how would you do time means of providing feedback to the (Dyson, 2005). Pupil cooperation was a major (when is the best time to space (where challenge throughout most of the lessons. A the best place to...) and risk (which is However, the ability to develop critical pupil stated, "I was with a group who didn't play the preferable choice given Lucy found thinking skills was not evident in all lessons. and when they did they told US we were cheats, this strategy helped with the phrasing and Questioning to develop pupils' tactical please split US up" (pupil comment card, structuring of her questions. knowledge was problematic. This was not lesson 3). Not only did this cause frustration helped by the difficulties Lucy had in modifying for Lucy and the it created a barrier to Data that Lucy's questioning the game as previously discussed. A lack of their learning: "A group were struggling to work emphasised developing puplls' declarative tactical netball knowledge also proved to be a together In the first Instance. Not all pupils and procedural knowledge: major obstacle. A lack of conceptual were focussed on trying to set up/understand understanding of the game has been found a the task" (teacher lesson 6). Such / asked pupils what they were trying to hindrance to the instructor's questioning difficulties are not uncommon for student do. They suggested getting free from a ability (Brooker et al., 2000; Gubacs-Collins, teachers attempting to implement TGfU (Stran, defender. then asked them how they 2007; Roberts, 2011). Lacking such knowledge, and Woodruff, 2012). were getting free from a defender. Many Lucy felt her questioning was somewhat were linked to then limited in supporting pupils' critical thinking A lack of pupil cooperation often prevented dodging. / asked what effect this might have on the specific to the game of netball and feedback Lucy from observing game-play effectively. offered to students was often vague in nature. This, in turn, affected her ability to utilise defender. One pupll recognised they may lose balance. Indeed, Lucy commented that, "it might open-ended questions and provide effective be appropriate to Implement TGfU within a feedback to As a result of pupil (teacher Journal, lesson 8) sport in which I have a good understanding, comments and her observations and Such successes were somewhat surprising allowing me to use my questioning ability to reflections, Lucy often moved pupils from given student teachers have found It difficult indirectly provide explicit feedback to pupils" one team to another but this was not always to use open-ended questioning (Chen, 2002; (teacher journal, lesson 7). effective. She acknowledged that she "did not know how to facilitate pupils' ability to work cooperatively" (teacher journal, lesson 5). The use of team-building exercises (see, for example, Aronson et al., 1978) encouraging pupils to respect others' opinions could have been utilised. This is critical given peer relations are seen as a motivating factor in adolescents' effective participation in physical education (Chen, 1996; Smith, 1999; Wentzel, 1999). Greater knowledge of the pupils' practical, social and cognitive abilities would also be likely to erase some of the challenges regarding cooperation. Conclusion The purpose of this study was to examine an undergraduate physical education student's challenges of implementing TGfU through action research. The employment of the Action Research Spiral and McTaggart, 1988) highlighted that modification of games, the use of open-ended questions and pupil cooperation were the major challenges that the participating student faced. Lucy struggled to devise developmentally appropriate modified games because she had minimal tactical knowledge of netball and her limited knowledge of the pupils' abilities. 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