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(Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games
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Jayantilal, Kumar; O'Leary, Nick – European Physical Education Review, 2017
The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…
Descriptors: Physical Education, Physical Education Teachers, Direct Instruction, Foreign Countries
The Influence of Occupational Socialisation upon the Teaching of Pupils Experiencing Social and Emotional Behavioural Difficulties (SEBD) in Physical Education
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O'Leary, Nick; Longmore, Carl; Medcalf, Richard – Journal of Research in Special Educational Needs, 2015
Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus…
Descriptors: Physical Education, Socialization, Emotional Problems, Behavior Problems
Learning Informally to Use the "Full Version" of Teaching Games for Understanding
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O'Leary, Nick – European Physical Education Review, 2016
This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors…
Descriptors: Foreign Countries, Teaching Methods, Educational Games, Physical Education
Learning Informally to Use Teaching Games for Understanding: The Experiences of a Recently Qualified Teacher
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O'Leary, Nick – European Physical Education Review, 2014
This article reports on a study of one recently qualified teacher's employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational…
Descriptors: Physical Education, Games, Beginning Teachers, Secondary School Teachers