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dc.contributor.authorBracco, Elizabeth Marie
dc.date.accessioned2015-04-20T13:43:30Z
dc.date.available2015-04-20T13:43:30Z
dc.identifier.urihttp://hdl.handle.net/10464/6316
dc.description.abstractThe purpose of this research study was to determine if the instructional model, Teaching Games for Understanding (TGfU), would allow for the successful teaching of sport to disengaged female students in Physical Education (PE) classes. An instrumental case study research design was used to determine grade nine female students’ experiences with TGfU, the factors of TGfU that facilitated their engagement, and the ways in which these students resisted engaging in TGfU. Data was collected through a pre and post TGfU unit focus group, participant observation, in-depth interviews, and researcher reflections. Results showed that TGfU caused an increase in the participants’ engagement in PE physically, mentally, and socially/emotionally. Future researchers could structure their entire study holistically and should examine TGfU’s impact on student engagement over the course of an entire semester. Subsequent studies should moreover examine the presence of disengagement within physically skilled students in PE.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectTeaching Games for Understandingen_US
dc.subjectStudent Experiencesen_US
dc.subjectEngagementen_US
dc.subjectCase Studyen_US
dc.subjectPhysical Educationen_US
dc.titleA Case Study of Disengaged Students' Experiences with Teaching Games for Understandingen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US


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