Possibilities for Physical Education Teacher Education: Service Learning and TGfU
Bibliographic record
Abstract
This article reports on a mixed-methods study that investigated various outcomes resulting from pre-service physical education (PE) teachers’ implementation of the Teaching Games for Understanding (TGfU) model as part of a compulsory service learning project. The service learning project was meant to provide pre-service PE teachers authentic opportunities to develop knowledge about TGfU, confidence implementing TGfU, and an increased likelihood of incorporating TGfU in their future practice. Results indicate that pre-service PE teachers benefitted from the service learning project, particularly with respect to these three areas. Furthermore, the service learning opportunity also enabled an understanding through experience of TGfU’s merits related to games play enjoyment, games understanding, and skill development. In light of these findings, potential implications of the study are offered and discussed. Cet article decrit une etude a methodes mixtes sur l’experimentation de l’approche « apprendre/comprendre par le jeu » par des etudiants en formation en education physique dans le cadre d’activites obligatoires d’apprentissage dans la communaute . Ce projet d’apprentissage visait a donner aux futurs enseignants d’education physique une occasion concrete de se familiariser davantage avec l’approche, a leur donner confiance en leur aptitude a implanter une telle approche et a les inciter a integrer cette approche a leur enseignement une fois leur formation terminee. Les resultats indiquent que les futurs enseignants d’education physique ont tire profit du projet d’apprentissage, surtout dans trois domaines. En effet, ce projet leur a permis de mieux comprendre, par l’experience, les merites de l’approche associes au plaisir de jouer, de mieux voir comment on comprend par le jeu et de perfectionner leurs habiletes. Partant de ces resultats, l’auteur fait etat et discute des effets possibles de l’etude.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".