Document Type : Research Paper
Authors
1
Associate Professor of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
2
Ph.D. Student in Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
Abstract
Extended Abstract
Background and Purpose
Within the field of physical education (PE), two predominant pedagogical approaches prevail: the traditional Technique-Based Approaches (TBAs) and the more contemporary Game-Based Approaches (GBAs). Extensive research has identified several limitations associated with TBAs, including students' inability to achieve proficiency, diminished motivation, social exclusion of less-skilled learners, physical fatigue, disengagement, and a lack of meaningful comprehension of games (Davids et al., 2005; Ford et al., 2010; Holt et al., 2006; Light & Harvey, 2017).
Among GBAs, the Teaching Games for Understanding (TGfU) model, introduced by Bunker and Thorpe (1982), has gained notable influence. TGfU deviates from conventional instruction by prioritizing modified, developmentally appropriate games at the outset, rather than isolated technical drills. It encourages tactical awareness and decision-making through simplified, representative game forms. This approach emphasizes understanding over purely technical skill, enabling learners to develop both declarative and procedural knowledge and make informed decisions during gameplay.
Despite four decades of research supporting TGfU’s efficacy, its implementation in schools remains limited. Previous work suggests that teachers’ conceptual understanding and formal training are vital to its successful adoption. Hence, investigating teachers’ pedagogical beliefs and lived experiences is crucial for identifying barriers to TGfU uptake. This qualitative study thus explores Iranian PE teachers’ experiences with both TBAs and GBAs—in particular TGfU—to gain a richer understanding of their instructional practices and perceptions.
Methods
An inductive qualitative methodology employing thematic analysis (Braun & Clarke, 2006) was utilized. Data were gathered through semi-structured interviews with ten PE teachers (6 women and 4 men; mean age = 33.20 years; mean teaching experience = 9.20 years). Initially, participants described their experiences teaching tactical games, primarily net/wall sports such as volleyball, badminton, and table tennis. Subsequently, teachers viewed video recordings demonstrating TGfU-based lessons in these sports. Their reflections were analyzed to evaluate how closely their instructional methods aligned with TGfU principles.
Thematic analysis followed Braun and Clarke’s six-phase framework: familiarization with the data, generating initial codes, identifying and reviewing themes, defining and naming themes, and producing the final report. This comprehensive process yielded key insights related to teachers’ instructional beliefs, challenges faced, and experiences engaging with TBAs and GBAs as pedagogical innovations.
Results
Two principal themes emerged: (1) Dominant Teaching Methods and the Role of Games, and (2) Perceptions of GBAs, with a particular focus on TGfU (see Figure 1).
The first theme consisted of two sub-themes: “Characteristics of the Dominant Teaching Method” and “Functions of Using Games.” Interviewed teachers reported that traditional TBAs remain the prevailing instructional approach. Although many expressed overall satisfaction with TBAs, they also identified significant concerns such as students’ fatigue, waning interest, and limited engagement.
According to respondents, games were mainly employed for four instructional functions:
(a) as supplements to TBAs through additional technical drill practice,
(b) predominantly with younger students at lower educational levels,
(c) to boost students' enthusiasm and foster competitive spirit, and
(d) often constrained by limited class time and scarce resources.
After viewing TGfU demonstration videos, two further sub-themes were identified:
(a) the importance of instructional flexibility and adaptability in PE lessons, and
(b) partial incorporation of TGfU principles into current teaching practices.
Approximately half of the teachers acknowledged the necessity of adapting activities to meet diverse student needs and noted some parallels between their methods and TGfU. However, such adaptations typically involved simplifying drills or modifying equipment to enhance technical skill acquisition rather than cultivating tactical understanding. These modifications were often dictated by resource availability and followed a linear progression—from technical skill mastery toward gameplay tactics.
Conclusion
The findings demonstrate that traditional TBAs continue to dominate PE instruction, despite teachers’ growing awareness of their limitations in fostering student engagement and motivation. Although games are integrated into PE lessons, their use is frequently inconsistent with GBA frameworks such as TGfU. Instead, games are commonly relegated to secondary roles aimed at supporting skill development rather than serving as central pedagogical tools for tactical learning.
Most teachers interviewed showed limited familiarity with the comprehensive TGfU model. Systematic application of GBA principles was rare, hindered by insufficient training, lack of institutional support, and tight curricular schedules. Nonetheless, there was an emerging interest in adopting more flexible, student-centered instructional approaches. Some educators recognized TGfU's potential to align with developmental stages and enhance learner engagement, but emphasized the need for deeper pedagogical knowledge, specialized preparation, and structural support to facilitate effective implementation.
Transitioning from rigid, skill-focused instruction to adaptable, understanding-oriented approaches like TGfU requires institutional commitment, curricular time allocation, continuous professional development, and resource availability. Without these enabling factors, even teachers inclined toward pedagogical innovation may persist with traditional methodologies.
In summary, this study underscores the pivotal role of teacher understanding and professional training in adopting innovative pedagogies. The limited use of TGfU primarily stems from lack of exposure and professional development opportunities. Therefore, establishing structured training programs centered on GBAs is essential to modernize PE instruction in Iran, fostering more meaningful, inclusive, and effective learning experiences.
Keywords: Technique-Based Approaches, Physical Education (PE), Nonlinear Pedagogy, Game-Based Approaches
Article Message
This qualitative inquiry into Iranian PE teachers’ experiences with traditional TBAs and their perceptions of GBAs—particularly TGfU—reveals that despite concerns over declining student engagement, teachers predominantly rely on TBAs and primarily employ games for technical training. The findings highlight an urgent need for targeted GBA-focused professional development to revitalize and advance PE pedagogy within Iranian schools.
Ethical Considerations
This study was conducted following approval by the Ethics Committee of the University of Isfahan.
Funding
The authors declare that no external funding was received for this research.
Authors’ Contributions
All authors equally contributed to the conception, data collection, analysis, and preparation of the manuscript.
Conflicts of Interest
The authors declare no conflicts of interest.
Acknowledgement
The authors sincerely appreciate the voluntary participation of PE teachers in this study.
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