Running Head: The Teaching Games for Understanding Approach

The Teaching Games for Understanding Approach: An Introductory Action Research Analysis

Josh Nicol

Vancouver Island University

March 30, 2018

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The Teaching Games for Understanding Approach:

An Introductory Action Research Analysis

Introduction

There has been a significant shift towards sedentary behaviour in our society. Gone are

the days where neighborhood kids can be found in the street playing road hockey, or in the park

playing baseball. Whenever I hear children ask their friends, “do you want to come over and

play?” it is usually to play video games. Physical inactivity has become a major issue for youth

in Canada. In fact, only 9% of children between the ages of 5-17 years meet the Canadian

Society for Exercise Physiology (CSEP) recommended guidelines of 60 minutes of

moderate-vigorous intensity physical activity per day (ParticipAction, 2016). This is likely a

product of the amount of time children spend on their cell-phones, tablets, computers,

televisions, and video games. As a result, youth are not developing the fundamental movement

skills to become physically literate. In other words, kids may not be in the park playing baseball

because they do not have the skills or kinesthetic awareness required to throw and catch a ball.

I became incredibly discouraged when I came face-to-face with a real-world example of

these staggering statistics on a beautiful sunny day at the park; two kids were immersed on their

iPads, while their parents were busy setting up a picnic. I could not help but think to myself, “Go

run around and play!” Perhaps I am just being nostalgic of my childhood where I spent every

waking minute outside playing with my friends, but I have become deeply troubled by this

sedentary shift. As a passionate physical educator in training, I am motivated to find a way to

inspire my students to fall in love with physical activity again; however, this will be a continuous

challenge. My goal as a PE teacher must be to improve attitudes towards physical activity, as

well as promote healthy lifestyles and increase lifelong participation. This goal aligns with one of
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the Big Ideas in the new Physical Education and Healthy Living BC curriculum, which states,

“Lifelong participation in physical activity has many benefits and is an essential part of a healthy

lifestyle”. The big question is how can I do this?

I believe that one of the primary reasons why people do not enjoy physical activity is

because they have negative attitudes towards physical activity. This could be a result of

negative experiences with PE class in the past. Many people complain of poor quality instruction

and overly competitive situations, which contribute to an overall lack of self-efficacy in the

subject. Therefore, I must find a way to increase intrinsic motivation in physical education. This

is the purpose of my Action Research.

The traditional model of physical education has been used for decades and often

involves direct instruction of an isolated skill for a sport-specific competition. Researchers David

Bunker and Rod Thorpe recognized how this model limited the transition of skills into gameplay,

which translates into lower activity adherence. In response, they designed a games approach

for physical education called Teaching Games for Understanding (TGfU), which teaches the

“Why” of a game before the “How” of a skill (Hopper & Kruisselbrink, 2001). The objective was

to help students develop an appreciation for games and an understanding of concepts to

encourage feelings of self-efficacy and competence. To do so, modifications are made to

game-like activities. These modifications are constructed in a way that is developmentally

appropriate to emphasize specific concepts and skills to increase interactions, tactical

awareness, and decision-making. Teachers ask guided questions to help students build critical

thinking skills and an understanding of how certain skills transfer to different game types.

Therefore, students will hopefully gain an appreciation for a variety of games and continue to

participate in physical activities throughout their lifetime. I believe that TGfU is a valuable
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teaching model that physical educators can utilize to improve intrinsic motivation of students

and combat the sedentary behavior pandemic.

I have a perfect opportunity to practice this teaching approach during my five-week

spring practicum. I will be teaching four blocks of grade 8 and 9/10 physical education at Prince

Charles Secondary School in Creston, BC. My goal is to employ the Teaching Games for

Understanding model to build competence and self-efficacy in my students. During my research,

I hope to determine whether or not this model increases intrinsic motivation in a physical

education setting. I expect to find an improved appreciation for activity; however, I have a

considerable bias. My background and involvement in sports contributes to a strong passion for

physical activity. I already love all types of games and I am very competitive. I understand that

not all students have this mentality. Therefore, it is important that I am cognisant of my bias.
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Literature/Theoretical Framework

Physical Inactivity Concerns

Regular physical activity is one of the most significant aspects of a healthy lifestyle.

Exercise improves your physical fitness, mood, and energy levels, strengthens bones and

controls your weight. It also reduces the risk of cardiovascular disease and decreases stress

levels (Ryan & Dzewaltowski, 2002). Research has shown that regular physical activity

contributes to the prevention of several chronic diseases and is beneficial for mental health

(Doozan & Bae, 2016). This is especially important in adolescents who are at a critical stage of

growth and development. The Canadian Society for Exercise Physiology (2018) recommends

that children between the ages of 5-17 years should accumulate 60 minutes of moderate to

vigorous daily physical activity. Unfortunately, Canada falls well below the CSEP recommended

guidelines. With only 9% of youth accumulating 60 minutes of physical activity, Canadians

earned a D- grade on the ParticipAction report card study published in the 2016 global

assessment (Barnes et al., 2016). This suggests that the cultural norms of our society in

Canada support a sedentary lifestyle. This is exposed in the amount of screen time that people

engage in across the country. High school students spend an average of 8.2 hours a day on

screen-based sedentary activities (ParticipAction, 2016).

Negative Attitudes Towards Physical Education

Despite undeniable research that confirms the health benefits associated with physical

activity, physical education is still not perceived as an important subject. One study revealed a

quote from an administrator stating, ““so long as there is control and the children seem happy,

no one really minds [what happens in PE]” (Doozan & Bae, 2016). With administrative support

like this, it is no wonder that people have negative perceptions about PE. Although, it has been
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shown that attending physical education classes directly relates to better academic performance

it is not part of the academic core (Doozan & Bae, 2016). Physical education is often one of the

first departments that feels the effects of budget cuts, which can leave programs with limited

resources and poorly trained instructors (Doozan & Bae, 2016). Low quality teaching can

contribute to the negative attitudes associated with physical education. In some cases, physical

activity is perceived as a punishment. Teacher’s must be highly qualified and well educated in

order to change the stigma and build quality physical education programs that inspire children to

be active.

Exercise Adherence

One of the Big Ideas for Physical Education in the new BC curriculum promotes the

development of lifelong participation in physical activity. Yet, statistics show a significant

drop-off in exercise adherence as youth enter adulthood. Data from Statistics Canada (2016)

show a 20% decrease in self-reported leisure physical activity participation levels between the

age groups of 12-19 years to 35-44 years. Another study concluded that only about 5% of adults

in Canada and the United States engage in 30 minutes or more of moderate intensity physical

activity 5 days per week (Chatfield, 2015). This could be a result of declining attitudes towards

physical education. Subramaniam and Silverman (2007) published a study that determined

attitudes towards PE generally decrease as people get older. However, for adults who do

remain physically active, a relatively consistent relationship between self-efficacy and

maintenance of physical activity is evident. Therefore, physical educators should focus on the

development of self-efficacy for students.

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Self-Efficacy & Intrinsic Motivation

Bandura defines self-efficacy as individuals’ beliefs in their ability to complete a task

(Ryan & Dzewaltowski, 2002). It has been shown that self-efficacy relates positively to effort,

persistence, and achievement (Ennis, 2017). Research also suggests that competence and

self-efficacy contributes to increased intrinsic motivation. Self-determination theory (SDT) is a

theory of motivation that outlines how an individual who is intrinsically motivated is likely to

continue to participate in physical activity because they are driven by internal rewards such as

satisfaction and accomplishment (Van den Berghe et. al, 2012). In other words, students who

learn how to be successful in an activity will develop a sense of confidence and enjoyment,

which will likely lead to increased exercise adherence. Ennis (2017) describes how it is

important for PE teachers whose goal is to enhance students’ desire and participation in an

active lifestyle to focus on increasing students’ competence and autonomy. Researchers Bunker

and Thorpe recognized this and developed a teaching model that promotes self-efficacy and

competence.

Teaching Games for Understanding (TGfU)

The Teaching Games for Understanding (TGfU) model is a pedagogical approach

designed by Bunker & Thorpe in 1982 for physical education (Johnson & Walker, 2016). They

recognized that the traditional skill-based model of PE limited the transition of skills into

gameplay. Therefore, the approach was proposed as a way of increasing skill transferability,

motivation, and participation by teaching the "Why" of a game before the "How" (Hopper &

Kruisselbrink, 2001). The TGfU model builds physical literacy and improves decision-making

through game-like activities that places students in situations where they are forced to

problem-solve and to make strategic decisions (Johnson & Walker, 2016). This contributes to
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the development of game appreciation and tactical awareness, where students are able to

transfer learning and skills to other game forms (Doozan & Bae, 2016). The use of guided

questions by the teacher allows students to critically think about how to become more

successful. Therefore, the use of this physical education model can be especially effective and

increase student competence, autonomy, and self-efficacy (Doozan & Bae, 2016).
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Action Research Outline

My research project was conducted during my practicum observation at Prince Charles

Secondary School. PCSS is part of School District #8, located in the small town of Creston, BC.

Creston has a population of approximately 4,000 people. The surrounding East Kootenay

communities bring that total up to around 15,000 people. PCSS itself has approximately 500

students in grades 8 to 12, the majority of which come from mid-low socioeconomic families.

There is a significant Caucasian representation with approximately 15% of the student

population coming from a nearby polygamist community.

My research primarily involved students in grades 8-10 in a Physical Education setting. I

chose to pursue this action research project because it builds off of my interest to promote

healthy living for my students. Physical inactivity has become a major issue for youth in Canada.

Only 9% of children between the ages of 5-17 years meet the CSEP recommended guidelines

of 60 minutes of moderate-vigorous physical activity per day (ParticipAction, 2016). Research

indicates that there is a correlation between intrinsic motivation in sport and activity and

exercise adherence and intrinsic motivation can be broken down into self-efficacy and

competence components. Therefore, purpose of my research was to find a way to increase

intrinsic motivation for students in a physical education setting. My critical question states: ​Does

the Teaching Games for Understanding (TGfU) model in a physical education class contribute

to improved competence and self-efficacy around physical activity?​ Data collection occurred

throughout the week of February 26, 2018 - Mar 2, 2018. Unfortunately, there were a number of

limitations to this study. A Likert-type survey was used for primary data collection. However,

Likert-type scales fail to measure the true attitudes of participants as people are often influenced

by the order of questions and tend to avoid choosing extreme options on the scale. The format

of the survey also appeared to confuse participants as many questions were misinterpreted or
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left unanswered. Furthermore, there were some limitations with the implementation of the TGfU

model during Physical Education lessons. PCSS operates on a linear timetable and data

collection took place during my observation week. This meant I was only able to observe two

lessons with each particular class. This was also my first time meeting the class, which means I

spent the majority of my time and effort getting to know the students and learning names.

Additionally, I was primarily observing, which meant I was not able to fully teach a TGfU lesson.
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Action Research Process/Methodology

Disclaimer

It is important to emphasize that the majority of this section is strictly hypothetical.

Limitations restricted any form of implementation of the Teaching Games for Understanding

pedagogical approach; however, rudimentary data collection was completed.

TGfU Overview

The TGfU model involves a six stage model designed to increasing skill transferability,

motivation, and participation.

1. Game​ - Students begin by playing a full or modified version of the game.

2. Game Appreciation​ - Students develop an appreciation for the game through play.

3. Tactical Awareness​ - Students identify certain skills, concepts and strategies that

contribute to success through guided questions.

4. Decision-Making​ ​- Students make real time decisions in game-like situations.

5. Skill Execution​ - Students convert decisions into actions during gameplay.

6. Performance​ - Students perform skills in gameplay. Teachers assess performance and

make modifications to promote success.

After stage six of the model, the cycle repeats itself. Game modifications are constructed

to increase the amount of interactions and maintain developmentally appropriate challenges to

promote student success and learning. As the student's proficiency progresses, modifications

can be made to make the game more complex. These modifications generally emphasize a

specific concept or skill. Teachers ask guided questions during stage three to help students gain

an understanding of how to be successful and how certain skills transfer to different situations.

To do so, questions must presented in a way that cannot be answered with a simple "Yes" or

"No", such as: How were you successful? What did you do to...? How does this skill relate to…?
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Methodology

The objective of this Action Research Project was to implement the Teaching Games for

Understanding pedagogical approach into physical education classes at the grade 8 and 9/10

level. Ideally, the duration of instruction would have been throughout an entire unit; however, the

only availability was during a week observation. There were limited opportunities for instruction

and implementation of the TGfU model, therefore, for future research purposes, methodology

will be outlined in a hypothetical manner.

Prior to the commencement of the research, an interview with the sponsor teacher will

take place. The interview takes place prior to the TGfU model implementation to limit response

bias. The sponsor teacher will act as an expert, having taught physical education for over a

decade. The interview will involve a number of questions that relate to student performance,

attitudes, participation, and adherence. Other questions will pertain to individual teaching style.

Information from the interview will be recorded.

In order to determine a baseline measure of student’s attitudes towards physical activity

and physical education, a Likert-type survey was issued out to the students. (See Appendix A

for sample of the survey). The survey would be distributed to all four classes. Unfortunately, only

two classes completed the survey. Once a baseline was determined, a TGfU unit would be

administered to three experimental groups: Class 1, Class 2, and Class 3. Class 4 would remain

as a control group and continue with traditional lessons. After ten lessons (a one-month linear

unit) students from each class would retake the survey. Results would be analyzed and

compared with the previous baseline scores to determine if a change in feelings of self-efficacy

and competence were evident.

The TGfU unit would follow the six stage model outlined above. The unit would focus on

common invasion games, such as Ultimate Frisbee and Team Handball. Classes 1, 2, and 3
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would experience a number of modified games followed by guided questioning. Games would

be modified according to student proficiency to ensure activities were developmentally

appropriate. The instructor would go through the same list of guided questions but student

responses are likely to vary between classes. Class 4 (control group) would experience the

traditional PE model of direct instruction, sport-specific skill practice, followed by game

situations. Throughout the unit, observational assessment of student skill performance will take

place. This occurs in the sixth stage of the TGfU model. These observations will be recorded on

a Google Doc observation journal to supplement data. Observations of student attitude will also

be recorded.

Data Collection

Data collection occurred throughout the week of February 26, 2018 - Mar 2, 2018.

Information from the sponsor teacher interview will be recorded onto a Google Doc. The

Likert-type survey that was administered was designed to provide descriptive research

information about motivating factors associated with participation in physical activity. Questions

pertained to current levels of physical activity participation, plans of continued participation, and

feelings of enjoyment, competence, and self-efficacy. Prior to distribution of the survey, it was

clearly noted that participation in the survey was voluntary. Students had the option not to

participate. Anonymity and confidentiality were also ensured as students were encouraged not

to put their names on the survey. The procedure involved answering eleven questions. (See

Appendix A for sample of the survey). Results were recorded onto a Google Spreadsheet. Any

sampling errors and were eliminated from the data set. Daily observations of student

performance and attitude will be recorded on a Google Doc observation journal.

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Triangulation of Data

The data obtained from the sponsor teacher interview, survey, and performance and

attitude observations will be compared and contrasted. Results from the sponsor teacher

suggest that his teaching style is traditional, but not completely removed from the TGfU model.

Although his units are comprised of standard two-week sports, his use of guided questions and

game modifications contributes to a greater understanding of skill transfer by students.

Therefore, the control group’s response to the follow-up survey will not be authentic to the

traditional model for PE. Observations of student performance and attitude were not completed.

It is expected that students would experience increased enjoyment and participation levels

would go up. It is also expected that students would develop physical literacy and fundamental

movement skills that translate to a variety of game situations. Therefore, it is also expected that

the results from the follow-up survey response would indicate that the experimental groups

would show an increase in self-assessed competence and self-efficacy.

Analysis

Only two classes (42 students) completed the survey to provide baseline scores. As the

TGfU unit was not implemented, the follow-up survey was never administered. Results were

recorded onto a Google Spreadsheet and tallied and analyzed to determine mean scores. The

limited results that were obtained indicate that 91% of students participate in physical activity

because they enjoy it. 71% of students strongly agree (SA) and agreed (A) that they participate

in 60 minutes of daily physical activity and 95% of students SA or A that they plan on continuing

to participate in physical activity throughout their life. The results suggests that students already

have a fairly positive outlook on physical activity and physical education. The majority of

students also believe that they possess the fundamental skills (52% A, 38% SA) and tactical

knowledge (45% A, 48% SA) necessary to succeed in physical education. Only 2% of students
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disagreed (D) that they possessed the confidence in their abilities to participate in physical

activities outside of school. 79% of students believed that they learn more during game play

compared to skill practice. (See Survey Results in Appendix B). These results were higher than

expected.

Future Changes

There were a number of limitations to this study. The most significant limitation was the

fact that the majority of my research was strictly hypothetical. Another considerable limitation

was the design and format of the survey. A Likert-type survey was used for primary data

collection; however, these scales often fail to measure true attitudes of participants, as it offers

closed-ended questions that limit student response to varying levels of agreeance. Students are

often influenced by the order of questions, and demonstrate a high acquiescence bias, as

students likely respond in a manner that would please the teacher. Therefore, the accuracy and

validity of the survey was poor. The format of the survey also appeared to confuse participants

as many questions were misinterpreted or left unanswered. The diction of the survey also

appeared to be far too complex for many of the students who struggle with reading. Therefore, a

complete restructure of the survey should be considered for future research. Many of the

questions also did not directly measure what was intended. One question in particular focused

on the idea of gameplay as an effective teaching strategy compared to the traditional model;

however, the wording was ambiguous and misleading. As a result, many students who filled out

the survey left this question blank. Possible considerations for data collection could be verbal

interviews with the students; however, this would take a considerable amount of time. Other

alternatives could be to develop a more precise questionnaire or survey and go through the

process of statistical analysis to interpret the results. As for the teaching methodology, because

it was strictly hypothetical, it is difficult to determine any future changes.

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The Story of my Action Research Project

“Gym teachers have such an easy job. All they have to do is roll out the balls and sit

back.” I am often greeted with this comment when I mention that I am pursuing a career in

physical education. Unfortunately, this seems to be a common public perception. The subject is

not considered to be an academic core and many programs experience little support from

administration. An administrator even stated, ““so long as there is control and the children seem

happy, no one really minds [what happens in PE]” (Doozan & Bae, 2016). These negative

attitudes towards physical education contribute to the lack of physical literacy among youth

across Canada. I chose to enter the field of education because I recognized that this is an issue,

and I believe that I can make a difference. I became inspired to after watching an online video of

CAHPERD 2016 keynote speaker Dean Kriellaars. He emphasizes how physical literacy is just

as crucial as literacy to the acquisition of essential life skills by all children, youth, and adults. It

is hard to imagine Canadians standing idly by if 44% of children between the ages of 8-12 met

the minimum recommended level of literacy. If less than 50% of kids in Canada could read,

there would be a national outcry; however, when only 44% of children meet the recommended

levels of ​physical​​ literacy, cutbacks continue to be made to physical education programs

(ParticipAction, 2016). But, there is a glimmer of hope.

The results of my research indicate that student attitudes towards physical activity and

physical education remains high. The struggle will be to encourage students to maintain this

level of enjoyment. Subramaniam and Silverman (2007) published a study that determined

attitudes towards PE generally decrease as people get older. This was evident in my survey

results, as 95% of grade 8 students indicated that they participated in physical activity because

they enjoyed it. This number dropped to 86% for grade 9/10 students. Based on my literature

analysis, I concluded that key contributing factors to increasing exercise adherence and
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enjoyment is to improve intrinsic motivation. Individuals who are driven by internal rewards, such

as satisfaction and accomplishment, are more likely to develop a lifelong appreciation for

physical activity. Self-efficacy and competence contribute to levels of intrinsic motivation

because individuals who have the skills and belief in their ability to succeed will be more likely

sustain an active relationship. My goal was to use the TGfU model as a way to improve intrinsic

motivation in my students by improving competency and confidence. However, I was unable to

implement it and, therefore have no data about the model to interpret. The only information I

was able to analyze was my empirical evidence and survey statistics.

I was surprised when I discovered how many students identified that they learned more

during Skill Practice compared to Game Play. 21% of students selected skill practice. I expected

the number to be far lower, and for almost all students to prefer gameplay. Therefore, it is

important to consider incorporating learning opportunities that are specific to skills practice in my

teaching. Traditional methods of breaking down games into isolated skill work does have

advantages, and it is important not to completely ignore this method of instruction.

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Conclusion

I have become very concerned with the growing health concerns amongst youth across

Canada and the issue of inactivity. The sedentary behavior statistics are both terrifying and

heartbreaking. I believe that educators stand on a very influential platform that can contribute to

positive and healthy change for the lives of students. I have a strong passion for physical activity

and a healthy lifestyle, and one of the reasons why I became a teacher is because I want to

make a difference. I hope to help students develop healthy habits that students will adopt and

carry out throughout their lives. This action research project has introduced me to a new

teaching model that has the potential to effectively do this.

The Teaching Games for Understanding model presents a terrific approach that can be

engaging and practical for students. I have learned how to make modifications to sports, games,

and activities to suit students developmental needs, and how to encourage students to think

critically about how to improve. This model requires a teacher who must be enthusiastic,

passionate, and committed to the process and I am excited to put it into practice. This project

has also enlightened me to my existing bias and how not all students love physical education. It

will become a goal of mine to reach these individuals and hopefully positively impact them.

I have also learned that the TGfU approach is not a perfect model; however, I do not

know of any model that is. While I believe that this model can be effective, I also realize it has

limitations and that a dedicated educator is also a lifelong learner, constantly looking for new

ways to improve. Therefore, my action research journey is not over. In fact, I do not think it

technically began because of how the research portion of this project was hypothetical.

Although I am excited to implement this model, I will be on the lookout for other approaches and

techniques that can help inspire students to become more physically active.
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References

Active Healthy Kids Canada. (2014). ​The 2014 Active Healthy Kids Canada Report Card on

Physical Activity For Children and Youth.​ Retrieved from http://dvqdas9jty7g6.clou

dfront.net/reportcard2014/AHKC_2014_ReportCard_ENG.pdf

Butler, J., Griffin, L. (2010). ​More teaching games for understanding: moving globally.

Champaign, IL: Human Kinetics.

Colley,C.R., Garriguet, D., Janssen, I., Craig, L.C., Clarke, J., Tremblay, S.M. (2011). Physical

activity of Canadian children and youth: Accelerometer results from the 2007 to 2009

Canadian Health Measures Survey. ​Health Reports 22(1),​ 1-8.

Chatfield, S. L. (2014). Characteristics of Lifelong Physically Active Older Adults. ​Qualitative

Health Research​, 25(7), 966-973. doi:10.1177/1049732314554095

Doozan, A., & Bae, M. (2016). Teaching Physical Literacy to Promote Healthy Lives: TGfU and

Related Approaches. ​Physical Educator,​ 73(3), 471-487.

doi: http://dx.doi.org/10.18666/TPE-2016-V73-I3-6364

Engström, L. (2008). Who is physically active? Cultural capital and sports participation from

adolescence to middle age—a 38-year follow-up study. ​Physical Education & Sport

Pedagogy, ​13(4), 319-343. doi:10.1080/17408980802400510

Ennis, C. D. (2017). Educating Students for a Lifetime of Physical Activity: Enhancing

Mindfulness, Motivation, and Meaning. ​Research Quarterly for Exercise and Sport,

88(3), 241-250. doi:10.1080/02701367.2017.1342495

Hopper, T., & Kruisselbrink, D. (2001). Teaching Games for Understanding: What does it look

like and how does it influence student skill acquisition and game performance? Journal

of Teaching Physical Education. Retrieved from

http://web.uvic.ca/~thopper/WEB/articles/JTPE/TGFU.htm
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Johnson, I. L., & Walker, E. R. (2016). Teaching Games for Understanding: Building a

Physically Literate Individual. ​Journal of Physical Education, Recreation & Dance,​ 87(6),

47-49. doi:10.1080/07303084.2016.1192922

Kriellaars, D. (2016). CAHPERD Retrieved March, 2018, from

https://www.youtube.com/watch?v=jiwqLuod4EM&t=626s

ParticipACTION. (2016). Archived Report Cards. Toronto: ​ParticipACTION.​ URL:

www.participACTION.com/reportcard.

Plessner, H. (2016). Teaching Games for Understanding and the Psychology of Intuition.

Research Quarterly for Exercise and Sport,​ 87(Sup1).

doi:10.1080/02701367.2016.1200407

Prithwi Raj, Subramaniam, P. R., & Silverman, S. (2007). Middle school students’ attitudes

toward physical education. ​Teaching and Teacher Education,​ 23(5), 602-611.

https://doi.org/10.1016/j.tate.2007.02.003

Van den Berghe, Vansteenkiste, Cardon, Kirk, and Haerens. (2012) Research on

Self-determination in Physical Education: Key Findings and Proposals for Future

Research. ​Physical Education and Sport Pedagogy,​ 19:1, 97-121, DOI:

10.1080/17408989.2012.732563

Ryan, G. J., & Dzewaltowski, D. A. (2002). Comparing the Relationships Between Different

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29(4), 491-504. doi:10.1177/1090198102029004008

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Appendix A

Sample TGfU Survey

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Appendix B

Survey Results

SD D N A SA
1. I participate in light-moderate physical activity at
least 60 minutes a day 0% 2% 26% 33% 38%
2. I plan to continue to participate in physical
activities throughout my life 0% 4% 7% 38% 50%
3. I enjoy physical activity 0% 0% 5% 39% 56%
4. I enjoy Phys Ed class 0% 0% 7% 40% 53%
5. I enjoy Phys Ed class more when we play games 0% 0% 15% 37% 49%
6. I have the fundamental skills necessary to
succeed in physical activities 0% 0% 10% 52% 38%
7. I have the tactical knowledge necessary to
succeed in physical activities 0% 0% 7% 45% 48%
8. I feel confident in my ability to participate in
physical activities outside of school 0% 2% 12% 34% 51%
9. I plan on taking Phys Ed class in grade 11 & 12 2% 10% 10% 29% 50%

10. I learn more in Phys Ed class during... Skill Practice Game Play
21% 79%

Gr 8 Gr 9/10 Average
11.​ I participate in physical activity because... I enjoy it 95% 86% 91%
I am good at it 50% 59% 55%
My friends participate 45% 63% 54%
It is part of a healthy lifestyle 55% 59% 57%
I want to impress my
parents/peers 30% 32% 31%
I want to win the trophy/medal 25% 32% 29%
I have to do it 25% 23% 24%