Comparisons of Academic Researchers’ and Physical Education Teachers’ Perspectives on the Utilization of the Tactical Games Model

in Journal of Teaching in Physical Education
Restricted access

Purchase article

USD  $24.95

Student 1 year subscription

USD  $63.00

1 year subscription

USD  $84.00

Student 2 year subscription

USD  $119.00

2 year subscription

USD  $156.00

Research commentary suggests the utilization of Tactical Games Models (TGMs) only exists in isolated instances, particularly where teachers demonstrate true fidelity to these models. In contrast, many academics have adopted TGMs into their courses. Consequently, the purpose of this study was to investigate reasons for this disparity. Participants were 44 academics and 80 physical education teachers. Results showed that academics provided a myriad of reasons why teachers may not use TGMs, although all agreed on the need for increased teacher professional development in TGMs. Physical education teachers’ outlined that numerous competing versions of TGMs was confusing and they required more hands-on examples of TGMs. Results further highlighted disparities between academics and teachers’ conceptual understanding and pedagogical applications of TGMs. There is a critical need to create improved connections between academics and physical education teachers, which could be achieved through the extended examination of the micropedagogies of teachers practice in TGMs.

Harvey is with the Department of Coaching and Teaching Studies, West Virginia University, Morgantown, West Virginia. Pill is with the School of Education, Flinders University, Adelaide, South Australia, Australia.

Address author correspondence to Stephen Harvey at stephen.harvey@mail.wvu.edu.
All Time Past Year Past 30 Days
Abstract Views 33 33 1
Full Text Views 10 10 4
PDF Downloads 13 13 5