At present, the Skill-based Approach used in games teaching was heavily leaned on teaching skills and techniques. It was reported that weaknesses were found on using this approach (Bunker & Thorpe, 1986). Recently, a survey was conducted to study the approach used by the RE. teachers in Secondary schools, the finding showed that about 30% of 155 RE. teachers found difficulties in using this approach (LIU, 1995). Since the Teaching for Understanding Approach has been proved to be beneficial to children and accepted as a new direction on games teaching (Booth, 1983 ; Stoddart, 1985 ; Lawton, 1989 : Smith, 1992), it is crucial for the RE. Teacher Training Institute to rethink of the approach in games teaching.The purpose of this study was to investigate the current climate of games teaching in the RE. Teacher Training Institute. Ten (two female and eight male) experienced RE. Eecturers who taught games in the Institute, were invited to participate in this survey. A questionnaire with four questions was distributed for completion. The results reflected that eight out of ten RE. Eecturers followed closely with the Skill-based Approach and the remaining two used other approaches because of environmental constraints. In addition, they did not teach the student-teachers with transfer on 'understanding' of the games. The findings implied that the current climate of games teaching in the Teacher Training Institute was emphasized on the Skill-based Approach in the training of the student-teachers. It was recommended that the Teaching Games for Understanding Approach should be introduced to the RE. lecturers and then they could train the RE. student-teachers with this new approach to enable them to teach games with competence after graduation.
|Publication status||Published - Nov 1996|