The Tactical Games Model References: Metzler, M. (2000). Instructional Models in Physical Education. Allyn & Bacon.

Model Overview: Basic Structure- based on a sequence of developmentally appropriate game and game-like learning activities (called game forms) that focus on tactical problems for the students to solvefirst cognitively and then through the execution of skilled motor performance. The teacher begins by determining the most essential tactics needed to play the game. This model is designed in a way that students must show skills at a proficient level during the various game forms before the full version of the game can be played. The Tactical Games Model evolved from a British conceptualization of games teaching called teaching for understanding (Bunker and Thorpe, 1982). Bunker and Thorpe argued that physical education programs should attempt to teach the underlying principles of games so that students really understand each games tactics, as well as the necessary performance skills. Major Goals: 1. To promote skill development and tactical knowledge needed for competent game performance. 2. Learn situational applications for the given activity. 3. To fully understand the tactics/strategy of the game. 4. To perform game skills at a proficient level. Learning Objectives: Students apply tactics throughout a teacher planned sequence of learning tasks. These tasks are designed to develop students sport skills, as well as their strategic understanding of the game in which they are about to play. After completing the learning tasks, modified games, and even full versions of the game are played. During these games, the emphasis is on the development of tactical knowledge that facilitates skill application in smaller versions of the game so that students can apply that learning in the full version when the time comes. Key Features: As the name indicates, the organizing center of the Tactical Games Model is tactics, the combination of strategy and skill needed to perform in games and game-like situations. A tactical problem is created, and the teacher prompts the students to solve that problem through the use of targeted questions and instructions. Another key feature of tactile games is the presence of game forms and modified lead up games. The most basic assumption in this model is that motor-skill performance will be more proficient if it follows cognitive learning. While it is important that students know what to do and how to do it in game setting, the what comes first. The first priority in the Tactical Games Model is in the cognitive domain. The second priority is in the psychomotor domain, and the third priority is in the affective domain. Basic skill introduction is a precursor to game forms and modified games. These modified games develop the students understanding of the game, as well as the skills necessary to achieve success in the live version of the games. This sequential learning pattern is a very important aspect of the Tactical Games Model. FOUNDATIONS Theory and Rationale: theory - contains many attributes of constructivism, a cognitive learning theory that allows learns to recall memorized facts or the execution of a static skill.

Rationale students develop an interest and excitement in the game and become motivate. Knowledge is empowering; students become better players because of their understanding of the game. Students can also transfer their understanding and performance to other activities. Main Theme: to facilitate a deep level of understanding that can be applied in game and gamelike situations that can also be applied to other activities. Learning Domain Priorities and Interactions: the domain priorities are cognitive, psychomotor, and affective. Students solve a tactical problem first in the cognitive domain, which then facilitates in game-situation performance in the psychomotor domain. Skill development components follow from the cognitive problem solving activities. Student Learning Preferences: uses manly direct teaching, but some indirect strategies are used to solve tactical problems. Students who are classified as avoidant, competitive, and dependent are most suited for the tactical game model. Model Validation: draws form the skill-based techniques (direct instruction) approach. Craft Knowledge Validation: Not yet clear how many physical education teachers use it. Our information comes from general descriptions of the model, with implications being drawn from its role in physical education teaching. Intuitive Validation: Students of all ages like to play games, most physical education teachers know games content well, game structure provides ongoing learning, and it takes a developmental perspective (doesnt throw the child into a full scale adult version of the game right away). Teaching/Learning Features: Content Selection: Direct Teacher chooses what activity to do. Managerial Control: Direct Teacher determines the managerial plan. Task Presentations: Direct to Indirect Teacher poses the question and the Students respond to the question. Engagement Patterns: Direct to Indirect Teacher determines the learning tasks, and the students solve the problem, and they practice on their own in games. Instructional Interaction: Interactive Teacher initiates most of the instructional by providing cues, guides, and feedback. Pacing: Interactive to Indirect Once engaged in game simulations, students are able to make their own decisions about when to begin and end practice trials. Task Progression: Direct Teacher determines when each learning activity is over and when students will move on to the next tactical problem and its learning tasks. Predominant Engagement Patterns: 3 different engagement patterns. 1) Skill drills 2) Gamelike simulations and modified games 3) Regulation game play. The game pattern will be determined by the game being played: either individual, dual, small team, or large team. Inclusiveness: Inclusive for all students, if considerations are made for different skill levels. Teacher should identify groups of student who are at the same level of understanding and ability, and allowing groups to move through the series of tactical problems (not the entire class at once). Groups that progress faster can begin modified game play or full games earlier. All students are involved in small-sided, modified, or full games.

Teacher Expertise and Contextual Knowledge Teacher Expertise: 1. Implementing Developmentally Appropriate Instruction Teachers must be able to analyze the concepts and skills in each tactical situation and design developmentally appropriate game form, drill, or modified games to help students acquire knowledge. 2. Learning Domains and Objectives Model is based on interaction between the cognitive and psychomotor domains; cognitive preceeds psychomotor, students learn how to solve the problem mentally, and then how to execute the skill physically. 3. Task Analysis and Content Progression Units are planned in accordance to cognitive and psychomotor skill ability, tasks are planned in sequence by game forms, skill drills, modified games, to full game situations. 4. Physical Education Content Teacher needs strong expertise in games taught, and must be able to identify tactical demands, formulate tactical problems, and design developmentally appropriate game forms and modified games to fit student needs. 5. Assessment So assessment narrows down to cognitive (knowing what to do) and psychomotor (knowing how to do it). All forms for assessing must be authentic (ie. done through real game situations). Game Performance Assessment Instrument (GPAI) needs to be used specifically for the tactical games model, discussed later. Effective Teaching Skills Applied to the Tactical Games Model: Similar to those of direct instruction, along with questioning skills used to help students solve the tactical problems within each task. 1. Planning Most planning is done after assessing students initial knowledge and skill in a game form. After the initial assessment in a game form, the next step uses a series of skill drills, or if students are ready, modified games. The final stage is implementation of full games, only used when students have mastered the necessary skills and knowledge. 2. Time and Class Management Planned so all students are actively engaged and transitions are efficient. 3. Task Presentation and Task Structure Use of direct instruction with deductive questioning. Teacher needs to stop short of telling students how to make tactical decisions, and allow them to solve problems themselves - wait time is necessary. 4. Communication - Complete and clear explanations. 5. Instructional Information Done through task demonstrations/presentation and verbal interactions/feedback. Need to be able to recognize when to ask, and not to tell the students how to answer the problem. Allow students to work out problems, teacher may add cues to help guide them on the correct path when students are confused. 6. Review and Closure Restate problems and have students respond with correct solutions to check for understanding. Can also use review for students to plan for preview of next lesson. Student Development Requirements: Students need to have sufficient level of listening skills and intellectual ability in order to benefit from this approac/model. Contextual Needs for the Tactical Games Model: Requirements include sufficient amounts of quality equipment and teaching space. Teacher and Student Roles and Responsibilities in the Tactical Games Model:

Teacher starts the class, demonstrates task presentation, states the tactical problem students solve the tactical problem, student groups will be responsible for dispersing and returning their equipment, set up task structure such as stations and then teacher is responsible for assessment. Teaching and Learning Benchmarks for the Tactical Games Model: Summary of teacher benchmarks include 1. Uses tactical problems as the organizing center for each learning task. 2. Begins each unit segment with game forms to assess students skill and knowledge. 3. Identifies each needed tactical and skill areas from game form. 4. Uses deductive questions to get students to solve the tactical problems. 5. Uses clear communications for situated learning tasks. 6. Gives high rates of guides and feedback. 7. Provides a review that includes the tactical problems of the lesson 8. Assessment Summary of student benchmarks include 1. Given time to think about questions to the problem. 2. Learn how to set up situated learning tasks. 3. Make situated tactical decisions. 4. Developmentally appropriate game modifications. 5. Able to progress on tactical knowledge as they move along in the task progression. 6. Students have learned tactical awareness, decision making, and situated skills. Assessing Learning in the Tactical Games Model: Assessment of major learning objectives cognitive and psychomotor. Two primary ways to assess in the tactical games model: objective game statistics and evaluations of students decisionmaking and performance abilities. Assessment with Game Statistics Summary might include things like the number of shots on goal each team took, where shots were taken from, etc. Assessment of Tactical Decision Making and Skill Execution How well students made and carried out tactical decisions (ie. GPAI), decision making - skill execution support. GPAI MODEL CCMPONENTS on pages 362-365. Tells the components and how to assess. Selecting and Modifying the Tactical Games Model for Physical Education: It is recommended using the tactical games model for the following activities 1. Low-organized games (tag games, group games). 2. New Games and other creative games. 3. Cooperative Games. 4. Individual and dual sports. 5. Team sports. Grade levels should include most all those beyond the primary elementary level.