The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

Abstract

This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi-structured interviews and non-participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem-solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus

Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

“…O’Leary et al (2015) identified that a female PE teacher’s approaches were heavily influenced by her desire for compliant and engaged pupils. In contrast, O’Leary et al (2014) found that a male PE teacher’s practices were influenced by the learning needs of the pupils. However, he acknowledged that the pupils’ excellent behaviour allowed him to justify his use of appropriate lesson structure and boundaries, high levels of physical activity and the development of pupil problem-solving and reflective abilities.…”

“…O’Leary et al (2015) found a female teacher’s games practices with a class of year nine boys experiencing SEMH issues was heavily influenced by her childhood activity experiences. In contrast, a case study investigating a PE teacher’s use of the Teaching Games for Understanding model (Bunker and Thorpe, 1982) with pupils experiencing SEMH issues revealed the acculturation stage had minimal impact on his teaching practices (O’Leary et al, 2014). While the influence of the acculturation stage on PE teachers’ pedagogical practices with pupils experiencing SEMH issues appears contested, research indicates beliefs acquired during childhood are likely to act as sieves screening out inconsistent perspectives while further reinforcing consistent perspectives (Richards et al, 2014).…”

“…Organizational socialization can be described as the influence of the school and the process by which one learns a specific role within the workplace (Van Maanen and Schein, 1979). Whilst acknowledging the potential impact of parents (O’Leary et al, 2014) and senior school staff/administrators (Richards and Templin, 2011), research indicates that teaching colleagues and pupils have the most influential impact on PE teachers’ pedagogical practices in SEMH settings (O’Leary et al, 2014, 2015; Sato and Haegele, 2016). O’Leary et al (2014) identified that a fellow colleague largely reinforced a newly qualified teacher’s use of the Teaching Games for Understanding model, indicating the early impact of the ‘institutional press’ (Zeichner and Gore, 1990) on teachers’ practices.…”

“…Examples such as use of the ‘responsibility’ model and ‘social stories’ are seen to have the potential to develop new practical skills, promote desired social behaviours and consider how skills learned during PE can be transferred into life (see Hellison, 2011; Sandt, 2008; Sumalot-Riveriera and Porretta, 2013). The implementation of such innovative pedagogical practices to encourage holistic learning in PE appears to be the result of teachers’ past and current experiences working in education and sport (Curtner-Smith et al, 2008; O’Leary et al, 2014; Stran and Curtner-Smith, 2009).…”

Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study

“…For instance, Maher and Fitzgerald (2020) explored the nature, purpose and value of special school PE according to the teachers, LSAs and senior leaders working in those settings. Others have explored how key socialising agents such as parents and former teachers during primary socialisation, and colleagues and pupils as part of organisational socialisation, influence the pedagogies of special school PE teachers (O'Leary et al, 2014(O'Leary et al, , 2015.…”