Expanding the teaching games for understanding (TGfU) concept to include sport education in physical education program (SEPEP)
TGfU has been in the Australian sporting community for over a decade and more recently as part of school curriculums across Australia. It has focused on a problem solving approach which has been primarily student centred and involves questioning as a primary ingredient. Sport Education in Physical Education Program (SEPEP) also focuses on students and promotes the development of skills by students taking on roles such as coaches, umpires, managers, game analysers, publicity officer etc.These roles increases their knowledge and understanding of the sporting environment.This paper will outline the TGfU and SEPEP models as a starting point. It will closely analyse the questioning technique which is essential to TGfU. With TGfU the questions are primarily directed at the participant or player. The focus here will be how this is now expanded to the SEPEP roles. It will illustrate how questions can be given to the coach and game analyser so that they will have a better understanding of the game. These questions will include the following areas: strategy/tactics, technique, cognition (decision-making, communication and concentration) and rules. Practical examples will be outlined from one of the categories of games (striking/fieldimg, target, invasion and net/court). It will describe the activity/game, and give examples of SEPEP roles and questions.
This conference paper was originally published as Webb, P, Pearson, P and Forrest, G, Expanding the teaching games for understanding (TGfU) concept to include sport education in physical education program (SEPEP), in Cuddihy, TF and Brymer, E (eds), Creating Active Futures, Proceedings of the 26th ACHPER International Conference, Queensland University of Technology, 7-10 July 2009, 423-432.