Principles of Play: a proposed framework towards a holistic overview of games in primary physical education

Ward, Gavin; Griggs, Gerald

doi:10.1080/03004279.2010.480945

Cited by 21 publications

(31 citation statements)

References 32 publications

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“…The SSP policy was not an exception, however. Indeed, it was of a piece with a range of polices since the 1980s which have tended to conflate PE with school sport (Ward & Griggs, 2011) and, in doing so, provided a justification for the use of sports coaches who then compound the issue by prioritising the teaching of sports skills (Blair & Capel, 2011;Ofsted, 2009) while neglecting other elements of NCPE which do not cohere with traditional coaching (rather than teaching) models (Blair & Capel, 2013;Griggs, 2008).…”

Section: Setting Developments In Contextmentioning

confidence: 99%

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Jones

Green

2015

Sport, Education and Society

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Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called 'adults other than teachers', who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: "Who delivers primary PE nowadays?" and "What are the consequences?" The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalizing the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent 'threat' to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject -towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.

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Section: Setting Developments In Contextmentioning

confidence: 99%

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Jones

Green

2015

Sport, Education and Society

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“…Students should be set tactical problems to solve; for example, setting up an attack by creating space on the opponent's side of the court in badminton or tennis. In solving such problems, students should be able to execute overarching strategies or principles of play such as the use of depth in net games (Ward and Griggs, 2011). Modifications should be made to the playing area, equipment and number of players to suit the students' abilities while retaining the tactical intricacies of the adult game (Thorpe et al, 1984).…”

Section: Teaching Games For Understandingmentioning

confidence: 99%

Learning informally to use the ‘full version’ of teaching games for understanding

O’Leary

2015

European Physical Education Review

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This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the 'full version' of the model largely congruent with the creators' intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were 'washed out' by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time.

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“…He noted that while he had initially used the 'games' and practice activities he gathered from the Mitchell et al (2013) textbook, he realized that he needed to modify these textbook sessions to suit the needs of his learners. For example, in the first two observed sessions Ian found difficulty in setting the correct area (i.e., size and shape) for the player numbers being utilized, as well as changing player numbers and/or game/practice modifications associated with progressing the speed of play, which is one of the key principles of play in soccer (Ward & Griggs, 2011). While the design of appropriate games and practice activities has been highlighted as a key pedagogical dilemma for practitioners who use GCAs such as TGM (Harvey & Pill, 2016), part of this dilemma can be attributed to a lack of experience in using a GCA such as TGM.…”

Section: Discussionmentioning

confidence: 99%

One youth soccer coach’s maiden implementation of the Tactical Games Model

Harvey

Atkinson

2017

AGORA EFyD

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This paper utilizes a collaborative action research design to investigate one youth soccer coach’s maiden implementation of the Tactical Games Model (TGM). Consequently, this study aims to add to the paucity of research regarding coaches use of Game-Centered Approaches (GCAs), in particular the TGM. The study took place over eight, one-hour coaching sessions, which were conducted with a U12 competitive (travel) soccer team. The coach, Ian, was a licensed soccer coach and an undergraduate physical education student who had previously been exposed to the TGM in his university coursework. Data were collected through observation of model benchmarks in three of the TGM sessions (2, 4 and 6), the completion of Post-Session Teaching Reflective Analyses (PTRA; Dyson, 1994) and three semi-structured interviews. Model benchmark data were analyzed descriptively while PTRA and interview data were analyzed using the Lexminacer text mining software to generate themes and concepts. Findings showed that model benchmark fidelity improved as the coach became more familiar with TGM in his coaching setting. The main concepts generated from the Leximancer analysis were: ‘players’, ‘session’, ‘time’, ‘games’, and ‘physical’, which suggests a major shift in coaching practice occurred in alignment with Light’s (2013) four features of game-centered pedagogy. This current study makes two main contributions. First, it adds further contextual evidence of the benefits and challenges of incorporating TGM into other neophyte youth sports coaches’ practice. Second, it serves as a methodological template for further investigations into the micropedagogies of youth sport coaches’ practice when using GCAs such as the TGM.

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Principles of Play: a proposed framework towards a holistic overview of games in primary physical education

Cited by 21 publications

References 32 publications

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Learning informally to use the ‘full version’ of teaching games for understanding

One youth soccer coach’s maiden implementation of the Tactical Games Model

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