View in EDS

TGfU--Would You Know It if You Saw It? Benchmarks from the Tacit Knowledge of the Founders

Saved in:
Bibliographic Details
Title: TGfU--Would You Know It if You Saw It? Benchmarks from the Tacit Knowledge of the Founders
Language: English
Authors: Butler, Joy
Source: European Physical Education Review. Nov 2014 20(4):465-488.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Physical Education, Games, Benchmarking, Telephone Surveys, Online Surveys, Questionnaires, Teacher Attitudes, Teacher Responsibility, Teacher Role, Teacher Behavior, Teaching Methods, Educational Environment, Knowledge Level, Educational Philosophy, Educational Objectives, Elementary School Teachers, Secondary School Teachers
DOI: 10.1177/1356336X14534356
ISSN: 1356-336X
Abstract: This paper explores the tacit expert knowledge and understanding about games curriculum and pedagogy of three men, Len Almond, David Bunker, and Rod Thorpe, credited as the founders of the Teaching Games for Understanding (TGfU) model. The model emerged from teacher practice in the late 1970s and was little theorized at the time, apart from a handful of articles written by the founders. This paper attempts to retrospectively theorize and represent the founders' ideas in terms of the beliefs, intentions, and actions they believed to be fundamental to TGfU. From here, some benchmarks are proposed so that TGfU can be more easily recognized when it is being practised and researched. Data were collected through two online sequential questionnaires, informal personal telephone interviews, and emails. All data were member checked throughout the two-year study. Both of the questionnaires were completed by the three founders in the persona of their "ideal" TGfU teacher, in the hope that this would lead to greater clarity of response. The first questionnaire, called the Teaching Perspectives Inventory (TPI), was developed by Daniel Pratt and builds a profile of teacher beliefs, intentions, and actions, which are then grouped into five perspectives and ranked by personal bias. Questions posed on SurveyGizmo formed the second questionnaire, which helped the founders reflect further about their ideal teacher's beliefs, intentions, and actions, as they became apparent in the dominant and recessive perspectives identified in the TPI profiles. The findings were grouped into the founders' beliefs and intentions about: (1) learners and learning; (2) content; and (3) teachers' role and responsibilities. The data forming what the founders' considered to be best pedagogical practice formed eight areas for consideration to include: (1) preparation; (2) management; (3) starting a TGfU lesson; (4) continuing a TGfU lesson; (5) teacher behaviours; teacher focus during a game; (7) teacher expectations; and (8) learning environment. This paper aims to provide a starting point for further research, debate, and reflection as we engage with the founders' intentions--to provide students with teaching that is an overt social, cultural, and relational activity, as well as a set of plans, practices, and actions.
Abstractor: As Provided
Number of References: 53
Entry Date: 2014
Accession Number: EJ1042312
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1042312
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: TGfU--Would You Know It if You Saw It? Benchmarks from the Tacit Knowledge of the Founders
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Joy%22">Butler, Joy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Physical+Education+Review%22"><i>European Physical Education Review</i></searchLink>. Nov 2014 20(4):465-488.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22Telephone+Surveys%22">Telephone Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Surveys%22">Online Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1356336X14534356
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1356-336X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper explores the tacit expert knowledge and understanding about games curriculum and pedagogy of three men, Len Almond, David Bunker, and Rod Thorpe, credited as the founders of the Teaching Games for Understanding (TGfU) model. The model emerged from teacher practice in the late 1970s and was little theorized at the time, apart from a handful of articles written by the founders. This paper attempts to retrospectively theorize and represent the founders' ideas in terms of the beliefs, intentions, and actions they believed to be fundamental to TGfU. From here, some benchmarks are proposed so that TGfU can be more easily recognized when it is being practised and researched. Data were collected through two online sequential questionnaires, informal personal telephone interviews, and emails. All data were member checked throughout the two-year study. Both of the questionnaires were completed by the three founders in the persona of their "ideal" TGfU teacher, in the hope that this would lead to greater clarity of response. The first questionnaire, called the Teaching Perspectives Inventory (TPI), was developed by Daniel Pratt and builds a profile of teacher beliefs, intentions, and actions, which are then grouped into five perspectives and ranked by personal bias. Questions posed on SurveyGizmo formed the second questionnaire, which helped the founders reflect further about their ideal teacher's beliefs, intentions, and actions, as they became apparent in the dominant and recessive perspectives identified in the TPI profiles. The findings were grouped into the founders' beliefs and intentions about: (1) learners and learning; (2) content; and (3) teachers' role and responsibilities. The data forming what the founders' considered to be best pedagogical practice formed eight areas for consideration to include: (1) preparation; (2) management; (3) starting a TGfU lesson; (4) continuing a TGfU lesson; (5) teacher behaviours; teacher focus during a game; (7) teacher expectations; and (8) learning environment. This paper aims to provide a starting point for further research, debate, and reflection as we engage with the founders' intentions--to provide students with teaching that is an overt social, cultural, and relational activity, as well as a set of plans, practices, and actions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 53
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1042312
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1042312
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1356336X14534356
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 465
    Subjects:
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Games
        Type: general
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: Telephone Surveys
        Type: general
      – SubjectFull: Online Surveys
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Responsibility
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
    Titles:
      – TitleFull: TGfU--Would You Know It if You Saw It? Benchmarks from the Tacit Knowledge of the Founders
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Butler, Joy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 1356-336X
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: European Physical Education Review
              Type: main
ResultId 1