Publication Details

Pearson, P. J., Webb, P. I. & Mckeen, K. (2006). Linking teaching games for understanding and quality teaching in NSW secondary schools. In R. Liu, C. Li & A. Cruz (Eds.), Teaching Games for Understanding in the Asia-Pacific Region (pp. 37-46). Hong Kong: The Hong Kong Institute of Education.


A discussion paper entitled Quality teaching in NSW public schools (Department of Education and Training, 2003) has been developed to improve teaching practice and hence student learning outcomes. The model of pedagogy outlined in this document focuses on the three dimensions of intellectual quality, quality learning environment and significance.

Elements associated with these dimensions such as deep understanding, higher order thinking, student direction and inclusivity can be difficult for teachers to implement into practical lessons. When effectively implemented TGfU is one strategy that allows teachers to address these elements when teaching games in physical education and sport. TGfU places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions.

Research indicates the strengths of TGfU and the desirability of it as one of the major approaches to enhance quality teaching of games. A survey was conducted with 50 Personal Development, Health and Physical Education (PDHPE) teachers that participated in workshops that linked TGfU and quality teaching. From the data collected, a matrix showing the relationship between TGfU and quality teaching was developed. Whilst TGfU is not the only pedagogical model for teaching games, it is most certainly one that can be used effectively to achieve student outcomes by addressing the intellectual quality, quality learning environment and significance dimensions of the Quality Teaching model.

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