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Copy of Teaching Games for Understanding

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Trent Martin

on 1 August 2016

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Transcript of Copy of Teaching Games for Understanding

Teaching Games for Understanding
Previous Research
Bunker and Thorpe are the original creators for Teaching Games for Understanding (Lund & Tannehill, 2015)
Griffin, Mitchell, and Oslin (1997) developed a more updated secondary model
Griffin, Mitchell, and Oslin (2013) developed and refined the model for elementary level
Enhanced decision caused by TFGU reflect knowledge of the game (McPherson 1994-1995).
If students are taught skills before they grasp the significance within the game, they lose the context of the skill (Pigott 1982)

Develop an approach that focuses on problems posed in a game situation
Then focus on solutions to those problems
Teaching Games for Understanding Goals/Benefits
1. Increased time spent in game play provides a more enjoyable and motivational experience for students
2. It enables students to see the link between the skills they practice and application of those skills to game situations.
3. In any given lesson, students learn to appreciate the value of skill practice and then apply the learned skill in the game.
4. Learning the tactical components of one game can help students learn another tactically similar game.
Model Steps
1. Game (play the game)
2. Game Appreciation (appreciate game rules that dictate the way the game is played)
3. Tactical Awareness (decisions about what to do and in response to problems after arising in the game)
4. Making Appropriate decisions (students think about decisions regarding what to do and how to do it when problems arise)
5. Skill Execution (practicing the skill used as the solution)
6. Performance (game play to see if performance has improved) (Lund & Tannehill, 2015)
Games for Understanding was developed because Bunker and Thorpe (1982) saw the lack of motivation students showed for participation in skill practices, the inability of students to make appropriate decisions when they did have to opportunity to play in game situations, and the inability of students to implement learned skills in a game.
The teacher does not give direct feedback during game play, but presents questions after so students will learn conceptually. Students must practice their skills and try grasp concepts and tactics
Game Classifications
: basketball, football, ultimate, soccer
Age/Grade Level
The original TGFU was designed for secondary students because they can participate in more advanced games and learn more advanced concepts. However, there is now a model which has been developed model for the younger ages.
Example Lesson
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games
in secondary schools. Bulletin of Physical Education, 18(1).
Feith, Joey. (2012). Teaching games for understanding-lesson
demonstration. [Video File]. Retrieved from https://
Feith, Joey. (2013).
Crossover (invasion games)
. [Video File].
Retrieved from https://www.youtube.com/watch?
Feith, Joey. (2013). Lobster ball (net & wall game). [Video File].
Retrieved from https://www.youtube.com/watch?
Griffin, L. L., Mitchell, S.A., & Griffin, L. (2006). Teaching sport
concepts and skills: A tactical approach. Champaign, IL: Human
Lund, J., Tannehill, D. (2015). Standards-based physical education
curriculum development. Burlington, MA: Jones & Bartlett
Metcalf, Adam. (2014).
Tchoukball overview: A teaching games for
understanding (tgfu) approach
. [Video File]. Retrieved from
Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2013). Teaching sport
concepts and skills: A tactical games approach for ages 7-18 (3rd
ed.) Champaign, IL: Human Kinetics.
McPherson, S.L. (1994). The development of sport expertise:
Mapping the tactical domain. Quest 46: 223-240.
Parker, M. B. (2014c, April). Basketball Game Performance
Assessment Instrument. Lecture from University Of Central
Arkansas, Conway, AR.
Pigott, B. (1982). A psychological basis for new trends in games
teaching. Bulletin of Physical Education, 18 (1).
1st game- sets the problem
Practice- allows students to practice the skills to solve the problem
Last game- allows students to practice the new skill in a game
Similar to Tactical Approach but teaching concepts/tactics to specific game classifications
(Feith, 2013)
Tennis, Volleyball, Badminton, Racquetball
Target Games
The players score by reaching a target with a ball:
Players on the batting team must strike or kick a ball with accuracy and/or power to elude players on field.
Scope and Sequence
To view the Scope and Sequence for TGfU, follow the hyperlink and download the file.
What is involved in each?
Other Approaches:
Traditional approach: ..................................................
Peer teaching approach:.............................................
Sport education approach:........................................
What are the Pros/Cons of each approach?
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