Tactical Games: An Inclusive Pedagogical Model for K-12 Students in Physical Education
DOI:
https://doi.org/10.18666/TPE-2024-V82-I1-12064Abstract
The literature regarding K-12 student experiences in physical education (PE) has long identified issues regarding curriculum and social justice. While the multi-activity (MA) or physical-education-as-sport techniques approach continues to be used in many PE programs around the world, the Tactical Games (TG) model has been shown to be effective in motivating students and increasing activity levels during physical education (PE) lessons. The TG model prioritizes student tactical understanding and skill development using modified games and/or simulations in order for all students to experience success. Utilizing pre-service candidates from a PE Teacher Education (PETE) program in the Northeast United States, a pilot study was designed to target TG model implementation at an all-girls private high school (HS). By practicing a TG lesson several times during the intervention, participating PE pre-service candidates reported a better comfort with and more likely use of TG in the future. At the same time, enjoyment was reported by the majority of HS student participants who in many cases also reported little to no previous experience with the TG lesson structure. Results suggest the TG pedagogical model may be an alternative approach for many physical educators to consider for the wide range of K-12 students in multiple learning environments moving forward.
Keywords: Tactical Games, Diversity, Inclusive
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