Traditional Model

The traditional model follows the following format: warm-up, skill development, modified game, and then the actual game. The idea behind the traditional model is that once a student has learned the skills necessary to a particular sport, that student will inherently be able to play that game in a proficient manner. The student or players will be able to take the skills that they learned in isolation through practice and apply them to a game in an appropriate way. Lessons in the traditional model are more behaviorist and knowledge based with the students being told what to do and how to do it. Assessment tends to be based on how a student performs a skill or how well they play the game (Forrest, Webb & Pearson, n.d.). Traditional Model 1. 2. 3. 4. 5. Skill Execution Game Form Performance Making Decisions Tactical Awareness Much research and observation has been conducted on the Traditional Model. Negative results dealing with student engagement, self confidence, belief and even enjoyment were discovered (Forrest et. al., n.d).

TGfU Model
Teaching Games for Understanding is a methodology that encourages physical activity, engagement and enjoyment while promoting a greater understanding of the aspects found in structured games(Forrest et. al., n.d).TGfU places an emphasis on play, where tactical and strategic problems are posed in a modified game environment (Webb & Thompson, 1998). The desired outcome of the activity is taught before the specifically required skills. This allows students to see the reasoning behind the skills that they will be learning. Instructors adapt and modify aspects of the structured games to meet the individual needs of their students. By allowing the students to participate in a modified version of the game, they can begin to understand tactical and strategic problems that are associated with the activity.It also has the added benefit of putting students that may have some difficulty with skill acquirement on more level ground with students who pick up skills quickly. It creates an even playing field between the athletes and the other students in the class. Also, these individuals are then more motivated to learn specific skills, because they are able to see the connection between what is being learnt and the positive effect it has on the overall activity (Piltz, 2002). The TGfU model is studentcentred, adapting to the needs of the student; in keeping with the "every child principle". Since being hypotheses several variations of TGfU have been researched and developed. TGfU Model 1. 2. 3. 4. 5. Game Game Appreciation Tactical Awareness Decision Making Skill Execution

6. Game Performance For example, for teaching team games: Stage one: Developing control of the object (low organized game) Stage two: Complex control and combinations of skills (lead up game) Stage three: Beginning offensive and defensive models (play game with modified rules) Stage four: Complex game play (play actual game)

Models
Model Games Sense by Bunker and Thorpe (1982) The principle behind Model Game Sense was to create activities that mimic structured games but were modified to match the abilities of the students. The educator facilitated learning rather than dictating it (Georgakis & Light, 1991). Educators would decrease the difficult of the activity to match the current level of the students. Once students understood the underlining concept of the activity the complexity of the activity would increase. This would continue until the activity resembled its original form. Examples of this would be to increase the height of a net as skill levels increase. Play Practice by Alan Launder (2001) The overall goal of Play Practice was to develop a method of introducing sport while establishing it as a valued part of our youths everyday lives. Lauder strove to have educator-created game-like situations that would result in play that created a meaningful learning experience (Piltz, 2002). Games would be simplified or adapted to stress a meaningful lesson. However, the overall rules of the activity would remain the same. Examples of this would be 3 on 3 Basketball or having to pass four times before attempting to score. (Outline and describe the steps of the model)

Comparing the traditional to the TGfU model

When comparing the traditional model to the TGfU model it is important to keep in mind that the underlying philosophies of both models are different. The traditional model follows a more basic format: Beginning with a warm-up, then leading into skill development, integration of a modified game and then ending with the game. The primary outlook to this approach is that once students have mastered the necessary skills, they will be prepared to excel in the game. This model is traditionally teacher directed and students are assessed primarily on their skill over effort. The TGfU model has a more engaging and student independent approach. The TGfUs models main objective is to create a greater understanding of all aspects of the game being taught by putting skills into context. There is no set format that needs to be followed. Assessment focuses more on a students improvements and efforts (Forest et. al, n.d.).

Questions that should be asked/answered while learning with the TGfU Model

Skill and movement execution - "How do you ...?" Tactical awareness - "What did you ...?" Time - "When do ...?" Space - "Where is/can ...?" Risk - "Which choice ...?" Motivation-"why am I ..."(Koleric,R) Spatial awareness-"who is on my team"(Koleric,R) Completion-"how do I win" (Koleric,R) (Butler et. al, 2003. pg. 3)