Abstract

Teaching Games for Understanding (TGfU), as an approach to teaching physical education in schools, has 40 years of academic research and practice. Despite this, the approach has continued to meet resistance in its implementation. The aim of this study was to evaluate the impact of a teacher training session to address previously highlighted five perceived barriers (11- sub barriers) to teaching TGfU. A pre-post design study utilising questionnaires and focus groups examined and evaluated 17 secondary school PE teachers in the North of England who delivered TGfU as part of a 6-week scheme of work. This followed 2-hour TGfU related teacher development sessions (CPD) in their PE departments. Inferential statistics identified that the main barriers to implementation of TGfU were lack of time (planning TGfU lessons and within lessons to teach TGfU), lack of understanding (needing to teach skills first before teaching TGfU and unsurety about how to apply TGfU in practice) and teachers’ lack of knowledge (lack of training in how to apply TGfU). There was no significant difference in the remaining barriers before and after CPD. Recommendations for overcoming barriers to TGfU in schools included an initial CPD event, the availability of a facilitating expert to assist with the teachers’ implementation, and continued support after the CPD event with time available to plan and practice. Teachers suggested more TGfU resources were needed in a central location for ease of access allied with support and endorsement for the approach by their senior leadership team.