Following a career teaching secondary school physical education and health, I have taught tertiary Physical Education and Health at Massey University since 1995. I have several sole authored texts within the TGfU genre; Teaching attack and defence in team games: A TGFU approach (six reprints), a TGfU inspired CD-ROM Stick2hockey, adopted in 2010 as an official resource by the Federation of International Hockey and Human Kinetics published my TGfU text (2010), Transforming Play: Teaching tactics and game sense. I also have several recent journal publications related to TGfU.
There are several ways in which I believe I can continue to be an advocate for and impact on the New Zealand Physical Education scene from a TGfU perspective.
At the practitioner level over the last eight years I have conducted over fifty practical workshops both nationally in New Zealand through regional sport trusts, high performance sport bodies, (Hockey New Zealand, Equestrian Sports New Zealand, Volleyball New Zealand) and internationally Singapore (2006) and Hong Kong (2010; 2012) with physical education teacher specialists. I will continue to do this.
I have been an invited presenter or key-note speaker at several TGfU conferences, (Equestrian Sports New Zealand, 2012, School Sport Partnership, Telford UK 2009) and most recently at the 5th International TGfU conference 2012 Loughborough where I presented on research as well as providing two practical workshops. However, even at a regional level in New Zealand I am called upon to make presentations e.g., Sport Northland Conference: Just let the children play’ that gets to the ‘grass roots’ of coaching in this country.
I am frequently called upon as a recognised ‘expert’ in the genre to provide presentations to teachers. In April and July of this year I conducted workshops for both primary/elementary generalist teachers as well as secondary school physical education specialist.
At Massey University I am the coordinator of one of the bigger physical education teacher training programmes in New Zealand and I am influential in the curriculum of those courses. That we have a strong TGfU programme that reflects my interest and advocacy. To date this has only been at the undergraduate level but there is provision to introduce this at the postgraduate level in 2014.
I also have contacts within the wider sporting community of New Zealand. My most recent research was secured through a grant from Sport and Recreation New Zealand, (SPARC) to investigate the nature of practice used by the World’s top eight men’s field hockey nations at the 2011 Champion’s Trophy. I interviewed coaches, observed practices and analysed games to determine the extent that small-sided game sense games were part of their practice structure. I am in a strong position to present this research to sporting bodies as examples of good TGfU type practice
Finally my membership of the Executive Task Force of the National Physical Education professional organisation, Physical Education New Zealand (PENZ) and my involvement in the national secondary school physical education programme gives me input in conference programme and workshop seminars within New Zealand.
1) Promote TGfU or similar game teaching pedagogies as an essential part of coach and pre-service teacher education programmes. Advocate the importance of the use of this methodology in instruction especially as it applies to young people.
2) Promote and support the use of TGfU active researchers and practitioners as key people for local and international conferences on sport and physical education.
3) Continue with the International TGfU web site: collaborative network to promote participation from professionals at all levels and share information, practice, research, provide support and assist with quality pedagogical practice in teaching and coaching. Perhaps provide as part of the TGfU site a place to identify anyone presenting at a conference or workshop on TGfU.
4) Try and monitor any new journal articles or publications on TGfU or related genre. Encourage authors to submit references to the web-site.
5) Support research that identifies educational values of and developments in game education.
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