Abstract
ABSTRACT Purpose: The study purpose was to investigate how preservice teachers’ (PTs) socialization orientations influenced their interpretation and delivery of the teaching games for understanding (TGfU) model. Method: Participants were 14 undergraduate PTs enrolled in a games methods course in the Northeastern United States. Qualitative data were generated through autobiographical essays, peer-teaching lesson observations, document analysis, and stimulated-recall interviews. NVivo software was used to manage and store data, with analytic induction and constant comparison techniques being utilized to code data. Results: Findings from this study suggest that PTs who possessed hardcore fitness and hardcore coaching orientations could deliver a full- version of TGfU. Socialization influences included sporting expertise, youth coaches, initial modified game, game context, and peer teaching. Discussion: The findings provide a positive outlook for the field of occupational socialization and TGfU and may inspire individuals possessing hardcore non-teaching orientations to employ high-quality versions of the model.
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