Learning to use the Teaching Games for Understanding Model with Children who have Special Needs

Abstract

The aim of this case study research was to examine how one experienced PE Lead Teacher in a specialist special school for children with social, emotional, and mental health issues learned how to implement the teaching games for understanding (TGfU) model into a unit of hockey lessons. The qualitative data collection methods consisted of two main methods, firstly there was the end of unit semi-structured interview of the PE Lead and secondly there were the Likert Scale student questionnaires which were completed on three occasions, before during and after the study covering sixteen hockey lessons over a four-month period. Using inductive data analysis indicated the experienced PE Lead was able to teach the principles of the TGfU model through a series of benchmarks which has been developed from the original model created by Bunker and Thorpe (1982) and further developed by Metzler (2011). The study has been able to show that the experienced PE Lead has been able to learn how to use the model through his own research and interest in the TGfU approach to learning and apply this to his PE lessons with students who have special needs. The findings have also shown that by using each of the TGfU model benchmarks the engagement, social behaviours and interest levels of the students have also improved. However, the study is limited to one model of learning (TGfU) and is focussed on a single experienced teacher of PE over a relatively short period of time.