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

Ashley Doozan, Mihae Bae


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.


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

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