Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

Authors

  • Ashley Doozan Lamar University
  • Mihae Bae Lamar University

DOI:

https://doi.org/10.18666/TPE-2016-V73-I3-6364

Keywords:

Physical literacy, Teaching Games for Understanding, critical thinking, automony

Abstract

The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper highlights the importance of physical education on the development of competent, confident students by reviewing instructional approaches: The Teaching Games for Understanding approach and its derivatives. Teaching Games for Understanding (TGfU) can contribute to critical thinking, autonomy and classroom skills as well as better understanding of physical activity and its importance for physical literacy when compared to traditional physical education methods. Multiple research studies are discussed in this paper to illustrate how TGfU can holistically increase a student’s ability to perform in academic classes as well as in physical education. These studies can help present a strong argument for the support of funding physical education programs and the recognition of physical educators.

Author Biographies

Ashley Doozan, Lamar University

Dept. of Health & Kinesiology, Graduate Student

Mihae Bae, Lamar University

Dept. of Health & Kinesiology, Assistant Prof.

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Published

2016-10-12

Issue

Section

Articles