Please use this identifier to cite or link to this item:
Junior High School Students' Perceptions on Teaching Games for Understanding in Basketball
Teaching Games for Understanding (TGfU) is a cognition teaching approach, aiming to cultivate students' decision-making ability while allowing students to learn tactical awareness and required skills through games/competitions. This student-centered approach offers the inspiration to current physical education teaching. From the perspective of students, the purpose of this study was to examine junior high school students' perceptions on the TGfU. The study involved with one physical education (PE) teacher and forty 7th grade students, which consisted of 20 female and 20 male students from a junior high school. The PE teacher planned and taught 12 classes in PE lessons using TGfU approach on basketball. During the period of research, data were collected using participants observations, small group discussion, students’ learning notes and interviews. The data were analyzed inductively using constant comparison method. Themes and concepts emerged from the rich data were further analyzed with in-depth interpretation. The research findings were as follows: (1) Students' thinking and coping ability was improved on basketball games and contests. (2) The promotion of team cooperation was observed on basketball games and contests. (3) Not all students liked PE lessons of Teaching Games for Understanding (TGfU) approach. The reasons included the lack of teacher feedback to students for their learning sheets and some students found it was difficult to adapt and understand towards teaching activity. From the results, it was included that students perceived the learning benefits and problems encountered through TGfU. Subjective agency also revealed from their voices. The findings of this study have implications for the implement of TGfU for PE teacher.
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.