Document Type : Research Paper
Authors
1 Faculty of Sport Sciences, University of Isfahan
2 Department of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
Abstract
Physical education teachers' conceptual understanding and educational experiences are critical in adopting and implementing innovative teaching approaches. This qualitative study examined the lived experiences and perspectives of Iranian PE teachers regarding traditional Technique-Based Approaches (TBAs) and Game-Based Approaches (GBAs). Data were collected through semi-structured interviews with 10 volunteer PE teachers (6 women and 4 men; M(age) = 33.20 years; M(teaching experience) = 9.20 years). Initially, participants' educational experiences with tactical games—especially net/wall sports—were examined. Subsequently, their responses and interpretations upon being introduced to examples of TGfU implementation in these sports were analyzed to assess the alignment of their instructional practices with TGfU principles. Thematic analysis revealed that all participants predominantly relied on TBAs but acknowledged that these methods diminished student motivation and led to disengagement. Teachers considered games as supplementary means for teaching techniques. This perspective, however, contrasts with the TGfU model, which positions games as the central component of learning, emphasizing tactical understanding, decision-making, and problem-solving through modified game scenarios prior to skill execution. The findings also indicated that teachers only partially implemented TGfU principles. This study underscores the significant role of teachers' limited familiarity with GBAs and their advantages in sustaining reliance on TBAs. It highlights the urgent need for GBA-focused training programs as a modern and effective instructional framework for Iranian PE teachers.
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