CITATION (APA):

Gubacs-Collins, K., & Olsen, E. (2010). Implementing a Tactical Games Approach with
Sport Education. Journal of Physical Education, Recreation & Dance, 81(3), 3642. Retrieved October 17, 2014, from http://0www.tandfonline.com.catalog.lib.cmich.edu/doi/abs/10.1080/07303084.2010.105
98447#.VD7X7pTwIjY
ABSTRACT:
This article details the challenges and successes of a middle school practitioner
over a five year period when implementing the tactical games approach (TGA) within the
sport education model, (Gubacs-Collins, 2010, p. 36). The primary focus within the
article is to identify how the tactical games approach to physical education is
implemented into a middle school classroom, specifically the challenges that one should
keep in mind when combing TGA with the sport education model (SEM). The main three
challenges referenced are classroom management, team teaching, and motivation/
enjoyment. This article was published through a respected national physical education
journal in 2010, and was written in union between the a faculty member of the
Department of Exercise Science and Physical Education, and the physical education
teacher at Montclair State University and the Clifton T. Barkalow Middle School.
Implementing a Tactical Games Approach with Sport Education includes specific
information on teaching that is valuable to beginning teachers in their efforts to
implement TGA and SEM in their own classrooms. Once outlining the challenges and
benefits of both tactical games and sport education, the article details the importance of
combining the two teaching approaches so that academic learning improves when they
(students) are engaged in meaningful games and play activities, (Gubacs-Collins, 2010,
p. 42). The article gives prevalent information on classroom instruction and management
of the mentioned style of teaching physical education. The article encourages the use of
implementing both SEM and TGA simultaneously with the structure of SEM serving as
the curriculum framework and the TGA functioning as the dominant teaching
methodology, (Gubacs-Collins, 2010, p. 40-41).
The most valuable aspect of this article is the reference to difficulties that could
arise when implementing a tactical games approach to learning. When referring to the
difficulty of classroom management, transitions are identified as one of the most difficult
aspects of tactical games approach. However one solution identified in the article was the
clear and early identification of teams early in the unit. The routines and procedures set in
place for establishing teams is an idea that I can use in my own teaching to help maintain
management in transitions and organizing tactical games. The article also suggests that
aspects of SEM could help me in my planning motivation and engagement tactics for my
classroom. According to the article, the primary goal of SEM is to [educate] students to
be competent, literate, and enthusiastic sportspersons . . . (through) the use of extended
seasons, team affiliation, . . . and festivity, (Gubacs-Collins, 2010, p. 38). If I
implement more of SEM ideology into my own lessons I should be able to better
motivate student learning, particularly when taking into consideration the use of team
affiliation, festivity, and the overall use of competition and student based challenges.

Joshua P. Barnhart Education student at Central Michigan University PES 415