1. What is Teaching Games for Understanding?
EDCURSEC 607
What is Teaching Games for Understanding?

2. Reading
Werner, P., Thorpe, R., & Bunker,D.  (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation and Dance, 67(1),

3. What is Teaching Games for Understanding (TGFU) / Tactical Games APPROACH / Game Sense

4. What is skill? Skilled Movement Observable Action Technique
Grip, stance, swing
Effectiveness of Movements
Accuracy, distance, speed
Application of tactics and strategy
Defending and attacking strategies, formations, application of appropriate responsive action (eg. making space)
Perceptiveness of movements
Ability to read play or opponents actions
Adaptability and creativity
Ability to modify or create action to suit the situation. Improvisation, imagination, creativity
Ovens, A & Smith, W (2006). Skill: Making sense of a complex concept. Journal of Physical Education in New Zealand; May 2006; 39(1) pp

5. Is this your class?

6. What’s wrong with the traditional way?
Children can be drilled to death.
They don’t see the connection to the game.
Skills and tactics break down in the game situation.
Same skills year after year.
Tedious, repetitive skills drills.
No teaching of decision making or applying skills in the game context.
Waiting for turns.
Poor ALT-PE

7. Traditional teaching of skills is criticised for…..
Students standing waiting a turn and not learning.
Teacher centred and driven.
More an exercise in giving the children a break from the academic nature of the classroom.

8. How TGFU works
Modified game suitable for their developmental abilities and skill level.
Stop for tactics and skills practice.
Modified game again but with more challenge and using the skills .

9. How it works (cont)
Modified Games
- changes to game’s structure eg.
* reduce area of play
* play with fewer players
* adapt rules / scoring
* change equipment
During participation children are asked to solve problems related to the game

10. Teaching through Games
TGFU (Bunker, Thorpe, 1986)
Secondary model.

11. Rationale for the Approach
Interest and Excitement
Knowledge and Empowerment
Transfer and Understanding

13. Guidelines Choose your favorite game / sport
Think small (eg 3 small games rather than one big game)
Think “game-like” (practice situated in game-like conditions)
Lesson cycle:
Present a question / problem
Game
Questions
Practice task/s (if required)

14. Example of an Invasion Game Lesson
Tactical Problem:
How do you maintain possession of the ball?
Game One:
4 on 4 Invasion game of netball with a ball / frizbee . Look at promoting the object down the court, turnover if dropped. No running with the ball / frizbee
Questions
How did you keep possession of the object? What kinds of passes did you use? How can you evade the defenders? What skills do we need to practice?
Variations:
Same game - but with one player one the sideline (out wide) who must receive the ball before scoring OR
Same game but 2 attackers and two defenders (must stay in one half of the court)

15. Tactical problem of Net/Wall games
Scoring (offense)
Setting up the attack
Winning a point
Attaching as a pair or team
Preventing scoring (defense)
Defending space on your own court
Defend space against attack
Defend against a pair or team

17. Lesson 1: Initial Game 3 v 3 game Goal: Setting up the attack
Earn one point for winning the rally
Conditions:
Court narrow and short
Initiate game from a free-ball toss
Alternate free ball
Rotate each rally
Use up to three hits on one side

18. Questions Q: Were you able to set up the attack? A: [probably no]
Q: What do you need to have the opportunity to set up the attack?
A: [A forearm pass to the front of the court]
Q: How do you perform a forearm pass?
A: [Learning cues: ready position, bend knees, flat platform, move to the ball, belly button to target]
Where must you pass the ball to set up the attack?
A: [To the setter position at the front of the net]

19. Practice task Forearm pass practice in a triad
Goal: Three trials and rotate roles
Conditions: Toss on the same side of the net
Cues:
ready position
bend knees
flat platform
move to the ball
belly button to target

20. Lesson 1: Final Game 3 v 3 game
Goal: Use a forearm pass as the first contact on your side of the court
Score one point for attempting the forearm pass
Earn one point for wining the rally
Conditions:
Court narrow and short
Initiate game from a free-ball toss
Alternate free ball
Rotate each rally
Use up to three hits on one side