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Teaching Games for Understanding

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Aaron Hansen

on 28 February 2014

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Transcript of Teaching Games for Understanding

6 Stages of the TGFU Model Cont.
Stage 5- Skill practice make sense because solutions to tactical problems are usually found in the form of game skills and/or movements (Practice to Improve Skill Execution)
Stage 6- Game play to determine the degree to which performance is improved as a result of skill practice (Game Play to Determine Change)
TGFU Pros.
Increased time spent in game play provides a more enjoyable and motivational experience.
No “When are we going to play a game?” or more importantly “Why do I have to learn this?” or “When would I even use this?” style questions.
Enables students to see the link between the skill they practice and the application of those skills to game situations.

TGFU Pros Cont.
Creation of the TGFU Model
Created by Rod Thorpe and David Bunker
Primary focus was on secondary school physical education originally and now has been modified to be elementary level appropriate

6 Stages of teh TGFU Model
Stage 1- Begins with modified game play rather than repetitive skill practice (Modified Game Play)
Stage 2- Students appreciate that the game rules, modified to present problems, dictate the way the game is played (Game Appreciation)

Rationale and Development of the Model
Originally the traditional style (skilled based) of teaching was often to teach games lessons that include little to no game play
Heavily based on skill drills with the goal of improving students technical performance.
David Bunker and Rod Thorpe noticed problems with such style of teaching such as lack of motivation to participate, inability to make critical and dynamic decisions in game play and inability to implement learned skills within game play

Teaching Games for Understanding
By Aaron Hansen

TGFU Model
Represents a format for games teaching, and presents the game lesson with the learner at its center in problem-solving situations present by the game being taught.
Originally a six stage model

6 Stages of the TGFU Model Cont.
Stage 3- Students become aware that they must employ certain tactics to play the game successfully (Tactical Awareness)
Stage 4- The requirement for students to think about decisions regarding what to do and how to do it when problems arise during game play (Making Appropriate Decisions)

Students learn to appreciate the value of skill practice, first through early game play and discussion, which demonstrate the need for skill practice, and performance of learned skills in the game.
Learning the tactical components of one game can help students learn another tactically similar game

TGFU Ideology
The initial game sets up the problem to be solved and, in doing so, helps the learner to see the need for particular skills and/or movements as so solutions to the problem, and to appreciate the value of practicing these skills.
The game sets the problem; the skill practice solves (or provides the solutions to) the problem.

Game Sense
Developed by the Australians in the 90’s
First approach to address the use of TGFU as a coaching methodology at varying levels of youth sport development.
Stays very close to the original TGFU model with its focus on conditioned game play, modifying and exaggerating game conditions to place players problem-solving situations as the mean for players to learn but places specific emphasis on using questions and challenges to promote learning and problem solving.

TGFU Game Sense Pros
Australian coaches in multiple sports identified increase strengths in developing players who can think and make decisions without coach input; motivating players in training by keeping practice activities close to the game and allowing players to set their own challenges; and the applicability of game sense training to performers of carried abilities, particularly because of the decreased emphasis on technique, which is to the benefit of the less technique gifted player.

Other TGFU Models Cont.
Tactical Decision Learning Model- French model of game play which focuses specifically on team sports and makes a very thorough analysis of the complexities of team play, particularly in invasion games. But has a core focus on decision making and problem solving.

Tactical Game Model (TGM)
Tactical Game Model- Developed based on the original TGFU model and Almonds’ game classification system.
Games be taught using a tactical approach, rather than skill-based approach, beginning at about age 8 or 2nd grade.
Elementary Level- thematic approach would have teachers select several games from within the same category.
Secondary Level- Content selection and instruction might be more game specific, with a focus solely on one game to allow for greater tactical and skill complexity.
Scope and Sequence in TGM
TGM advocates tactical frameworks and identification of game complexity levels to facilitate the planning of scope and sequence.
Tactical Frameworks- Ways of thinking about games based on the problems that need to be solved in order to be successful.
Scope- the “framework” of TGM is that solutions are in the form of decisions to be made, on-the-ball skills, and off-the-ball movements, and these solutions represent the content of games instruction at the elementary level.
Meaning that scope is created because of breaking down invasion games according to the problems associated with scoring, preventing scoring, and starting/restarting game play at the elementary level.

Scope and Sequence in TGM Cont.
Sequence- Developed through the level of complexity within the curriculum.

Scope and Sequence in TGM Cont.
Sequence- Developed through the level of complexity within the curriculum.
It is recommended identifying levels of game complexity for each games category. These levels include the learning of students to keep possession of a ball by passing, receiving, and supporting in soccer, hockey, and basketball.
Depending on the length of the time spent on invasion games, Level I might be also include the learning of shooting techniques in these games.

Relationship of TGFU/TGM to National (NASPE) K-12 Content Standards
TGFU, like most models, does not address all standards equally.
Clear focus on Standard 1 in the secondary and more recently Elementary levels.
Standard 1(The physically literate individual demonstrates competency in a variety of motor skills and movement patterns) focused on through a thematic approach in the secondary level to content selection can clearly enable students to develop competence in several games.

Relationship of TGFU/TGM to National (NASPE) K-12 Content Standards Cont.
The Thematic approach in the Elementary level, where teachers emphasize and have students experience the commonalities between different games within the same games category is intended to develop more knowledgeable and adaptable games players who can take a broad understanding and apply it to specific games in pursuit of competence.
Relationship of TGFU/TGM to National (NASPE) K-12 Content Standards Cont.
TGFU also concentrates on games content, the cognitive focus of TGFU puts a strong emphasis on NASPE Standard 2 (The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance).
TGFU addresses games content through problem-solving approach in which students are placed in game situations that have been designed by the teacher to present particular problems.

Relationship of TGFU/TGM to National (NASPE) K-12 Content Standards Cont.
TGFU targets Standard 3 (The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness) and Standard 5 (The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction) by focusing on the game playing as an enjoyable activity, and indeed, a life-time activity.

Summary
Teaching games for understanding is a valuable and useful alternative approach for games teaching. Whether it be improved student performance, student acceptance and appreciation for the material or even the pleasure of teaching this style of curriculum, TGFU has many benefits not only for the students but for the teacher as well.

Question 1
1) How many steps is the original TGFU model?
A) 1
B) 2
C) 5
D) 6

Question 2
2) What is the 1st stage in the TGFU Model?
A) Skill Practice
B) Modified Game Play
C) Game Appreciation
D) Tactical Awareness

Question 3
3) How do we asses in TGFU Model?
A) Game play to determine change
B) Rubric
C) Journal
D) Checklist

Question 4
4) What Standard does the TGFU focus on?
A)1
B) 2
C) 3
D) 5
E) All of the Above

Question 5
5) The sequence in “Scope and Sequence” is determined by what in the TGFU model?
A) Levels of complexity
B) The activity
C) The teacher
D) The student

Question 6
6) What is the major focus in TGFU?
A) Skill practice
B) Game like decision making
C) Fitness
D) of the above

Question 7
7) What does TGF stand for?
A) Thank God its Friday
B) Tactical Game Model
C) Teaching General Fundamentals
D) Teaching Games for Fun

Question 8
8) Did I do a really good job on this presentation?
A) Yes
B) No

Question 1 Answer
D
Question 2 Answer
B
Question 3 Answer
A
Question 4 Answer
E
Question 5 Answer
A
Question 6 Answer
B
Question 7 Answer
B
Question 8 Answer
A
References
Couturier, L., Holt/Hale, S., & Chepeko, S. (2013). Grade level outcomes for grade levels k-12. In L. Couturier (Ed.), State University of New York College at Cortland: AAHPERD Curriculum Framework Task Force. Retrieved from http://www.aahperd.org/whatwedo/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf
Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development . (2nd ed.). Sudbury, Massachusetts : Jones And Bartlett Publishers
National standards & grade-level outcomes for k-12 physical education. In (2014). National Standards & Grade-Level Outcomes for K-12 Physical Education. American Alliance for Health, Physical Education, Recreation and Dance. Retrieved from http://www.aahperd.org/naspe/standards/nationalstandards/pestandards.cfm
Phill, S. (1997). Teaching games for undersatnding. 29(2), Retrieved from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
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