TGfU and its governance: from conception to special interest group

Teaching Games for Understanding (TGfU) has emerged over the past thirty years as one of the leading instructional models for sports coaches and physical education teachers. From its initial beginning as a set of theoretical and practical initiatives on how to teach games, TGfU has evolved to become...

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Detalles Bibliográficos
Autores: Butler, Joy, Ovens, Alan
Tipo de recurso: artículo
Fecha de publicación:2015
País:España
Institución:Universidad de Valladolid
Repositorio:UVaDOC. Repositorio Documental de la Universidad de Valladolid
OAI Identifier:oai:uvadoc.uva.es:10324/23786
Acceso en línea:http://uvadoc.uva.es/handle/10324/23786
Access Level:acceso abierto
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spelling TGfU and its governance: from conception to special interest groupButler, JoyOvens, AlanTeaching Games for Understanding (TGfU) has emerged over the past thirty years as one of the leading instructional models for sports coaches and physical education teachers. From its initial beginning as a set of theoretical and practical initiatives on how to teach games, TGfU has evolved to become one of the most readily identifiable pedagogical movements within the sports and physical education field. In this paper we aim to document and study this development in a way that acknowledges the complexity and collectivity involved. At one level, it is easy to see that there is a broad mix of people who value this model and want to work in a collaborative way to promote, research and advance it. At another level, however, the problem becomes one of resisting the urge to simply tell the history without acknowledging the methodological issues involved. As historians would remind us, it is important that we never take history as fixed and linear. Instead, we must interrogate the popular construction of history and seek alternative perspectives in order to escape the confines of biography and experience. By reflecting on the dominant narratives, as well as a few counter narratives, we have a means to engage with and understand how key pedagogical initiatives, like TGfU, are supported and sustained in educational contexts.El modelo Teaching Games for Understanding (TGfU) se ha convertido en los últimos treinta años en uno de los modelos de instrucción más relevantes para entrenadores deportivos y profesores de Educación Física. Desde su comienzo como un conjunto de iniciativas teóricas y prácticas sobre cómo enseñar juegos deportivos, el modelo TGFU ha evolucionado hasta convertirse en uno de los movimientos pedagógicos más fácilmente identificables dentro del deporte y la Educación Física. En este artículo pretendemos documentar y estudiar este desarrollo en una forma que contemple la complejidad y la colectividad involucrada. A cierto nivel, es fácil ver que hay una amplia mezcla de gente que valora este modelo y desea trabajar de forma colaborativa para su promoción, investigación y desarrollo. En otro nivel, sin embargo, el problema reside en evitar la tentación de simplemente contar la historia sin reconocer los aspectos metodológicos implicados. Como los historiadores nos recordarían, es importante que nunca interpretemos la historia como fija y lineal. En cambio, debemos cuestionar la construcción popular de la historia y buscar perspectivas alternativas para escapar de los límites de la biografía y la experiencia. Al reflexionar sobre las narrativas dominantes, también sobre unas pocas narrativas particulares, tenemos la intención de abordar y comprender cómo iniciativas pedagógicas, como el TGFU, son apoyadas y mantenidas en contextos educativos.Ediciones Universidad de Valladolid2015info:eu-repo/semantics/articleapplication/pdfhttp://uvadoc.uva.es/handle/10324/23786Agora para la educación física y el deportereponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidEspañolinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:uvadoc.uva.es:10324/237862026-06-13T12:44:47Z
dc.title.none.fl_str_mv TGfU and its governance: from conception to special interest group
title TGfU and its governance: from conception to special interest group
spellingShingle TGfU and its governance: from conception to special interest group
Butler, Joy
title_short TGfU and its governance: from conception to special interest group
title_full TGfU and its governance: from conception to special interest group
title_fullStr TGfU and its governance: from conception to special interest group
title_full_unstemmed TGfU and its governance: from conception to special interest group
title_sort TGfU and its governance: from conception to special interest group
dc.creator.none.fl_str_mv Butler, Joy
Ovens, Alan
author Butler, Joy
author_facet Butler, Joy
Ovens, Alan
author_role author
author2 Ovens, Alan
author2_role author
dc.contributor.none.fl_str_mv Ediciones Universidad de Valladolid
description Teaching Games for Understanding (TGfU) has emerged over the past thirty years as one of the leading instructional models for sports coaches and physical education teachers. From its initial beginning as a set of theoretical and practical initiatives on how to teach games, TGfU has evolved to become one of the most readily identifiable pedagogical movements within the sports and physical education field. In this paper we aim to document and study this development in a way that acknowledges the complexity and collectivity involved. At one level, it is easy to see that there is a broad mix of people who value this model and want to work in a collaborative way to promote, research and advance it. At another level, however, the problem becomes one of resisting the urge to simply tell the history without acknowledging the methodological issues involved. As historians would remind us, it is important that we never take history as fixed and linear. Instead, we must interrogate the popular construction of history and seek alternative perspectives in order to escape the confines of biography and experience. By reflecting on the dominant narratives, as well as a few counter narratives, we have a means to engage with and understand how key pedagogical initiatives, like TGfU, are supported and sustained in educational contexts.
publishDate 2015
dc.date.none.fl_str_mv 2015
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dc.identifier.none.fl_str_mv http://uvadoc.uva.es/handle/10324/23786
url http://uvadoc.uva.es/handle/10324/23786
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
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dc.source.none.fl_str_mv Agora para la educación física y el deporte
reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname:Universidad de Valladolid
instname_str Universidad de Valladolid
reponame_str UVaDOC. Repositorio Documental de la Universidad de Valladolid
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