Teacher Perspectives
Name: Cheryl Klimko
Teaching Experience: 10 years
Position: PDHPE teacher
Class: Yr 11 - Sport, Lifestyle & Recreation (SLR)
View: For Teaching Games for Understanding (TGfU)
Reasoning: Cheryl views the TGFU approach as very effective and appropriate in today’s school settings, especially due to the time constraints in which PDHPE teachers face in delivering practical lessons. For example, practical classes at Trinity Catholic College are restricted to 60 minutes in time length which in turn puts added pressure on teachers in meeting the practical requirements of the curriculum. As a result, the TGFU approach provides teachers with the opportunity to engage students in game-like situations from the beginning. Thus, this approach strives to enhance student participation levels, whilst also providing increased levels of enjoyment and satisfaction.
Teaching Experience: 10 years
Position: PDHPE teacher
Class: Yr 11 - Sport, Lifestyle & Recreation (SLR)
View: For Teaching Games for Understanding (TGfU)
Reasoning: Cheryl views the TGFU approach as very effective and appropriate in today’s school settings, especially due to the time constraints in which PDHPE teachers face in delivering practical lessons. For example, practical classes at Trinity Catholic College are restricted to 60 minutes in time length which in turn puts added pressure on teachers in meeting the practical requirements of the curriculum. As a result, the TGFU approach provides teachers with the opportunity to engage students in game-like situations from the beginning. Thus, this approach strives to enhance student participation levels, whilst also providing increased levels of enjoyment and satisfaction.
Name: Jenny Gill
Teaching Experience: 5 years
Position: PDHPE teacher
Class: Yr 11 - Sport, Lifestyle & Recreation (SLR)
View: For Teaching Games for Understanding (TGfU)
Reasoning: With 5 years teaching experience, Jenny is relatively new to the profession and is therefore more open to adopting a modern approach to her teaching practices. As a result, she willingly implements the Teaching Games for Understanding (TGfU) approach within her daily practical lessons.
For example, to begin a basketball session Jenny implements a modified warm-up game whereby players adopt the necessary skills and tactical requirements as needed to successfully perform the game. Similarly, in keeping in accordance with the key features of the Teaching Games for Understanding model she implements gradual progressions throughout the modified game, whilst also questioning players in striving to enhance player awareness of timing and spatial requirements.
Teaching Experience: 5 years
Position: PDHPE teacher
Class: Yr 11 - Sport, Lifestyle & Recreation (SLR)
View: For Teaching Games for Understanding (TGfU)
Reasoning: With 5 years teaching experience, Jenny is relatively new to the profession and is therefore more open to adopting a modern approach to her teaching practices. As a result, she willingly implements the Teaching Games for Understanding (TGfU) approach within her daily practical lessons.
For example, to begin a basketball session Jenny implements a modified warm-up game whereby players adopt the necessary skills and tactical requirements as needed to successfully perform the game. Similarly, in keeping in accordance with the key features of the Teaching Games for Understanding model she implements gradual progressions throughout the modified game, whilst also questioning players in striving to enhance player awareness of timing and spatial requirements.
Name: Steven Turley
Teaching experience: 30 years
Position: PDHPE Co-ordinator
Class: Yr 9 - Physical Activity & Sports Studies (PASS)
View: Against Teaching Games for Understanding
Reasoning: Steve adopts the view that “If it ain’t broke, why fix it?” and as a consequence has been using the same traditional method of skill instruction whereby he has accrued much success at high sporting levels. Similarly, Steve basks in his acclaimed success and therefore finds it difficult to adapt his practices in adopting more modern frameworks.
Steve is very “old school” and this attitude subsequently influences his perspective for disliking the Teaching Games for Understanding Model. Hence, this is displayed throughout his practical training sessions which are predominantly skill based. Thus, in accordance with the traditional model, his training sessions begin with a warm-up, followed by skill development and conclude with an actual game.
Teaching experience: 30 years
Position: PDHPE Co-ordinator
Class: Yr 9 - Physical Activity & Sports Studies (PASS)
View: Against Teaching Games for Understanding
Reasoning: Steve adopts the view that “If it ain’t broke, why fix it?” and as a consequence has been using the same traditional method of skill instruction whereby he has accrued much success at high sporting levels. Similarly, Steve basks in his acclaimed success and therefore finds it difficult to adapt his practices in adopting more modern frameworks.
Steve is very “old school” and this attitude subsequently influences his perspective for disliking the Teaching Games for Understanding Model. Hence, this is displayed throughout his practical training sessions which are predominantly skill based. Thus, in accordance with the traditional model, his training sessions begin with a warm-up, followed by skill development and conclude with an actual game.