Module 5Module 5
Teaching Games for Understanding
Ever Active Schools: Physical Literacy
Ever Active Schools: Physical Literacy
Focus of this Module: ActivityFocus of this Module: Activity
Ever Active Schools: Physical Literacy
•Fundamental Movement Skills (FMS)
•Developmentally Appropriate Skills
•Teaching the Dimensions
•Teaching Games for Understanding (TGfU)
Putting the “Why” of Games Before the “How”Putting the “Why” of Games Before the “How”
• Focuses on the idea of progressing from tactics to skills
• Teaching a student why a skill is important before developing the skill
• Play activities that use an object, that can develop into a culturally valued game that adults play
• Hopper, Tim. (2002). Teaching Games for Understanding
Ever Active Schools: Physical Literacy
Benefits of TGfU Benefits of TGfU
When teaching games for understanding: Students understand what they need to know to
be successful in games Students understand when and why to make
certain decisions in dynamic game contexts
• PHE Canada
Ever Active Schools: Physical Literacy
StrategiesStrategies
• Grouping
• Teach skills by playing games
Ever Active Schools: Physical Literacy
Strategy #1: GroupingStrategy #1: Grouping
Group similar games to develop key concepts
Students begin to know interaction between rules, skills, and tactics
Transfer of skills between the game categories
Ever Active Schools: Physical Literacy
Game CategoriesGame Categories
• Target games Bowling, golf, curling Involves propelling an object
to target Tactical focus is usually aim
and accuracy Requires limited defence
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
Categories Cont’dCategories Cont’d
Net/wall Tennis, volleyball, squash Propelling an object into space so an opponent
cannot return Requires sending and
receiving
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
Categories Cont’dCategories Cont’d
• Fielding/running• Baseball, croquet, and
kickball• Strike object and elude
defenders in the field• Requires sending and
receiving skills
– PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
Categories Cont’dCategories Cont’d
Invasion Soccer, Basketball, Handball, Capture the flag Team in possession invades other team Uses sending, receiving, retaining
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
Key Tactical SolutionsKey Tactical Solutions
Ever Active Schools: Physical Literacy
PlaySport VideoPlaySport Video
• http://www.playsport.net/
• Click on Instructional Videos Introduction to Game Categories
Ever Active Schools: Physical Literacy
Strategy #2: Teach Skills by Playing Games
Strategy #2: Teach Skills by Playing Games
Ever heard: “when can we play the game?”
TGfU Model Traditional Technique Based Model
1 Game Form Skill execution
2 Game Appreciation Game Form
3 Tactical Awareness Performance
4 Making Decisions: What to do, and how to do it
Making Decisions: What to do, and how to do it
5 Skill execution Tactical Awareness
6 Performance
PHE Canada ClipboardEver Active Schools: Physical Literacy
Teaching Games for Understanding: A Simplified ModelTeaching Games for Understanding: A Simplified Model
Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough: University of Technology, Loughborough
Ever Active Schools: Physical Literacy
Let’s PLAYLet’s PLAY
• Lead up game: Can’t Touch This
• Skill development: Speed Pass• Tactical Solutions
• Culminating Game: Handball/Reverse Handball
Ever Active Schools: Physical Literacy
Conclusion/Games DebriefConclusion/Games Debrief
• The TGfU model: Develops highly skilled and more
knowledgeable game players Motivates students to take part in
a variety of games
• Pair similar games and focus on tactical problems and solutions
• Teach skills by playing gamesEver Active Schools: Physical Literacy
ABCD’sABCD’s
Ever Active Schools: Physical Literacy