ERIC Number: EJ1466148
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-8989
EISSN: EISSN-1742-5786
Available Date: 0000-00-00
Hardcore Coaching and Hardcore Fitness-Oriented Preservice Teachers Delivery of Teaching Games for Understanding
Craig Parkes1; Michael A. Hemphill2
Physical Education and Sport Pedagogy, v30 n2 p169-183 2025
Purpose: The study purpose was to investigate how preservice teachers' (PTs) socialization orientations influenced their interpretation and delivery of the teaching games for understanding (TGfU) model. Method: Participants were 14 undergraduate PTs enrolled in a games methods course in the Northeastern United States. Qualitative data were generated through autobiographical essays, peer-teaching lesson observations, document analysis, and stimulated-recall interviews. NVivo software was used to manage and store data, with analytic induction and constant comparison techniques being utilized to code data. Results: Findings from this study suggest that PTs who possessed hardcore fitness and hardcore coaching orientations could deliver a full- version of TGfU. Socialization influences included sporting expertise, youth coaches, initial modified game, game context, and peer teaching. Discussion: The findings provide a positive outlook for the field of occupational socialization and TGfU and may inspire individuals possessing hardcore non-teaching orientations to employ high-quality versions of the model.
Descriptors: Constructivism (Learning), Physical Education, Athletics, Undergraduate Students, Preservice Teachers, Socialization, Methods Courses, Game Based Learning, Acculturation, Orientation, Skill Development, Decision Making, Physical Education Teachers, Physical Fitness, Coaching (Performance), Program Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of South Alabama, Mobile, AL, USA; 2University of North Carolina at Greensboro, Greensboro, NC, USA