TEACHING GAMES for UNDERSTANDING (TGfU)

MOHAMAD YUNUS BIN IBRAHIM

INSTITUT PENDIDIKAN GURU KAMPUS DATO RAZALI ISMAIL

TGfU

Griffin & Patton

TGfU

(Thorpe & Bunker, 1982)

Game

MODEL TGfU

Game Appreciation Learner

Performance

Tactical Awareness

Skill Execution
How to Do

Making Appropriate Decisions What to Do

(Thorpe & Bunker, 1982)

MODEL TGfU

A different approach in teaching games TGfU place student in a game situation which involve:
tactics, decision-making, problem solving & skills development while playing

Modifying & adapting games an important part of TGfU

emphasis on tactical aspects of the games

Games are modified to suit the learner

(Thorpe & Bunker, 1982)

MODEL TGfU

Games
TGfU model indicates learning is game-based
some form of opposition or opponent

Student must understand the game in order to recognize the problems to be solved 4 categories of games:
Invasion games, Net & wall/ court games, Striking & fielding games, Target games

TYPES OF GAMES
Invasion games
Purposes: to invade and control territory core on oppositions side of court retain possession strike ball (or similar) within space to create scoring opportunities but away from opponent Retain possession around get behind defences move opponent

Net & Wall/ Court games Purpose:

Striking & fielding games

Purposes: strike a ball into space to run a given distance to score to defend a space with the bat

Target games
Purpose: to place a projectile near or in a target in order to have the best possible score unopposed or opposed games

(Thorpe & Bunker, 1982)

MODEL TGfU

Game Appreciation
Time should be given for the students to recognize & appreciate:
purpose of the game shape of the games understanding of the rules & regulation of the games

(Thorpe & Bunker, 1982)

MODEL TGfU

Tactics
Problem solving is a critical approach to TGfU Beginners are introduced to tactics of the games gradually:
movement principles space and time skills tactical knowledge Transfer of learning

(Thorpe & Bunker, 1982)

MODEL TGfU

Decision Making
Students have to decide
what to do how to do when to do Execution of skills

Factors influence decision making:

Position of team mates & opposition Time Space available

(Thorpe & Bunker, 1982)

MODEL TGfU

Skill Execution & Performance

TGfU model emphasis on skill execution & game performance when the students are ready & in needs Skills are performance of techniques in a game situation (techniques are performance during practices)

(Thorpe & Bunker, 1982)

MODEL TGfU

Strength of TGfU
Mainly focus on student & problem solving Fun & enjoyment are the main theme of TGfU
Learning through playing games

Questioning technique, analyse action (individual & team) & encouragement

Age, experience & students ability level

Introduction of rules & techniques

(Thorpe & Bunker, 1982)

Webb, Pearson & McKeen, (2005) PDHPE (NSW)
Encourage a holistic approach to teaching of games Develop critical thinking & problem solving Develop deep knowledge & understanding of the game Promote high levels of participant & enjoyment for participants Promote player centred learning & relevance of skills & tactics Cater for varying abilities Foster efficiency in aspects of implementation

MODEL TGfU