Teaching Games for Understanding

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Presentation transcript:

Teaching Games for Understanding

Teaching Games for Understanding Origins with Bunker and Thorpe model Six stages Modified game play Game appreciation Tactical Awareness Appropriate Decisions Skill Practice Game play to determine effectiveness of game play

Current TGFU model Game play sets problem Establishes the motivation for practice Skill practice solves problem Closing game extends solutions Did practice solutions solve the problem?

Transfer of Tactics Common problems to solve Transfer of tactical solutions and concepts within and across the game categories Invasion games Net/wall games Striking/fielding games Target games

Tactical Games Model Tactical frameworks:provides the scope & sequence of content Identifies tactical problems & solutions in the form of decisions Scope On-the-ball skills Off-the-ball movements Sequence Game complexity Complexity increases as game grows

Game complexity Learning of concepts & skills progresses across the sequence of learning Identify various levels of game play Leads to progressively more decisions by the student as level progresses

Emphasis of Standards within Teaching Games for Understanding 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Major 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. Minor 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Benefits Increased time in game play Motivational and enjoyable Strong link between skills and games Students value skill practice Application and performance of skills Tactical components

Negatives Focus on competition may not be eliminated Game playing may not be enjoyable to some students Opportunities to participate may be limited to poor teaching resources; not all may participate in small groups

Sample Unit and Lessons Tactical problem = Lesson focus Goal of game drives lesson objectives Questions to game problems shape solutions Units structured by Individual game Thematically by game category Invasion, net, striking/fielding, target

Game Questions Help teachers Link lesson goal to game play Shape skill practice Assess during closure

Assessment of Student Learning Integral, ongoing, and embedded Records process of play and/or outcome GPAI: Game Performance Assessment Instrument Rubric to assess components of game play Enables holistic assessment of On-ball skills Off-ball movements Support play Decision making