Can we play a game now? The intrinsic benefits of TGfU

As an instructional model Teaching Games for Understanding (TGfU) has been identified as impacting pre-dominantly upon the cognitive domain. The impact of exposure to a TGfU Physical Education (PE) instructional model within the affective domain of learning, however, has been less well researched and calls have been made for further investigation. The purpose of this study was to examine the impact of TGfU versus a traditional skills-based approach on the intrinsic motivations of 11-14 year old children in PE. Ninety-nine boys and one hundred and three girls from three schools were assigned to one of the treatment conditions dependent on their current PE class. The intervention lasted for six weeks during which half of the sample was taught an invasion games unit of work using a TGfU approach and the other half was taught using a traditional skills-based approach. PE teachers were trained to deliver the appropriate approach and lessons in the first two weeks were observed to ensure consistency. The Intrinsic Motivation Inventory (IMI) [Ryan, 1982] - a six-subscale instrument that measures perceptions of interest/enjoyment, sport competence, effort/importance, choice, pressure/tension and value/usefulness - was administered pre- and post intervention. A two way (group x gender) ANCOVA was used to adjust for the baseline subscale score. Significant group, gender and interaction effects were noted on all subscales. The results clearly illustrate the positive effects of a TGfU intervention, in terms of an intrinsically motivating climate, when compared to a skill-based approach; indeed these results have particular pertinence for a Na-tional Curriculum for PE recently revised to accentuate process, concepts and student creativity. Furthermore, longitudinal studies should investigate the efficacy of such approaches with respect to longer term physical activity participation and engagement for young people.