A case study of disengaged adolescent girls' experiences with teaching games for understanding in physical education. Issue 3 (2nd September 2019)

• Record Type: Journal Article
• Authors: Bracco, Elizabeth; Lodewyk, Ken; Morrison, Hayley
• Is Part Of: Curriculum studies in health and physical education. Volume 10:Issue 3(2019)
• Page Start: 207
• Page End: 225
• Publication Date: 2019-09-02
• Subjects: Motivation -- feelings -- girls -- physical activity -- instruction; Health -- Periodicals; Health education -- Periodicals; Physical education and training -- Periodicals; Health; Health education; Physical education and training; Electronic journals; Periodicals; 613.7071
• DOI: 10.1080/25742981.2019.1632724
• Languages: English
• ISSNs: 2574-2981

Abstract

ABSTRACT: This case study served to investigate six adolescent girls', who were identified as disengaged in physical education (PE), feelings about their experiences in a Teaching Games for Understanding (TGfU) unit and how TGfU might support their engagement in PE. A two-week (6-lesson) TGfU territorial games unit was taught by a guest instructor. Data were collected from observational field notes, focus group interviews (pre-and post-unit), and individual interviews (post-unit). The whole child approach – understanding the physical, cognitive, and affective domains of learning and experience – was used to better understand the participants' experiences. Students experienced heightened participation and effort, learning, affect, and motivation in the TGfU-games unit. TGfU was beneficial due to its student and game-centred nature; however, students also had some reservations (time and sport choices). Ultimately, TGfU can support girls' engagement in PE, captivating them and encouraging them to elevate their participation in a holistic way.