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. 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. 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. Major

Major

Minor Minor Major

Minor

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

 Integral, ongoing, and embedded

Assessment of Student Learning

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