1. Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy

3. Focus of this Module: Activity Ever Active Schools: Physical Literacy Fundamental Movement Skills (FMS) Developmentally Appropriate Skills Teaching the Dimensions Teaching Games for Understanding (TGfU)

4. Putting the “Why” of Games Before the “How” Focuses on the idea of progressing from tactics to skills Teaching a student why a skill is important before developing the skill Play activities that use an object, that can develop into a culturally valued game that adults play Hopper, Tim. (2002). Teaching Games for Understanding Ever Active Schools: Physical Literacy

5. Benefits of TGfU  When teaching games for understanding:  Students understand what they need to know to be successful in games  Students understand when and why to make certain decisions in dynamic game contexts PHE Canada Ever Active Schools: Physical Literacy

6. Strategies Grouping Teach skills by playing games Ever Active Schools: Physical Literacy

7. Strategy #1: Grouping  Group similar games to develop key concepts  Students begin to know interaction between rules, skills, and tactics  Transfer of skills between the game categories Ever Active Schools: Physical Literacy

8. Game Categories Target games  Bowling, golf, curling  Involves propelling an object to target  Tactical focus is usually aim and accuracy  Requires limited defence PHE Canada, PlaySport Ever Active Schools: Physical Literacy

9. Categories Cont’d  Net/wall  Tennis, volleyball, squash  Propelling an object into space so an opponent cannot return  Requires sending and receiving PHE Canada, PlaySport Ever Active Schools: Physical Literacy

10. Categories Cont’d Fielding/running Baseball, croquet, and kickball Strike object and elude defenders in the field Requires sending and receiving skills – PHE Canada, PlaySport Ever Active Schools: Physical Literacy

11. Categories Cont’d  Invasion  Soccer, Basketball, Handball, Capture the flag  Team in possession invades other team  Uses sending, receiving, retaining PHE Canada, PlaySport Ever Active Schools: Physical Literacy

12. Key Tactical Solutions Each of the four game categories have various tactical problems. The solutions are similar within each category. PlaySport Ever Active Schools: Physical Literacy

13. Key Tactical Solutions Ever Active Schools: Physical Literacy

14. PlaySport Video http://www.playsport.net/ Click on Instructional Videos  Introduction to Game Categories Ever Active Schools: Physical Literacy

15. Strategy #2: Teach Skills by Playing Games  Ever heard:  “when can we play the game?” TGfU ModelTraditional Technique Based Model 1Game FormSkill execution 2Game AppreciationGame Form 3Tactical AwarenessPerformance 4Making Decisions: What to do, and how to do it 5Skill executionTactical Awareness 6Performance PHE Canada Clipboard Ever Active Schools: Physical Literacy

16. Teaching Games for Understanding: A Simplified Model Game Form Application/ Culmination Skill Development Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough: University of Technology, Loughborough Ever Active Schools: Physical Literacy

17. Let’s PLAY Lead up game: Can’t Touch This Skill development: Speed Pass Tactical Solutions Culminating Game: Handball/Reverse Handball Ever Active Schools: Physical Literacy

18. Conclusion/Games Debrief The TGfU model:  Develops highly skilled and more knowledgeable game players  Motivates students to take part in a variety of games Pair similar games and focus on tactical problems and solutions Teach skills by playing games Ever Active Schools: Physical Literacy

19. ABCD’s Ever Active Schools: Physical Literacy