TGFU
Teaching Games for Understanding
1. GAME FORM.
Students are introduced to a variety of game forms whilst building up to the full form of the game.
2. GAME APPRECIATION.
Students are taught to understand the rules of the game.
3. TACTICAL AWARENESS.
Students need to develop an understanding of the necessary tactics to be used in the game, particularly in relation to some of the rules.
4. DECISION MAKING.
Decision making is a fundamental skill in playing games, particularly with the dynamic nature of some games and their constantly changing environment.
5. SKILL EXECUTION.
IN TGfU, skill execution relates to the actual production of the required movement within the context of the learner and their ability and within the game.
6. PERFORMANCE.
This is the observed outcome; it is independent of the learner. It is a measure of the appropriateness of response, as well as the efficiency of technique.
So what does this mean...?
1. GAME FORM.
Students are introduced to a variety of game forms whilst building up to the full form of the game.
2. GAME APPRECIATION.
Students are taught to understand the rules of the game.
3. TACTICAL AWARENESS.
Students need to develop an understanding of the necessary tactics to be used in the game, particularly in relation to some of the rules.
4. DECISION MAKING.
Decision making is a fundamental skill in playing games, particularly with the dynamic nature of some games and their constantly changing environment.
5. SKILL EXECUTION.
IN TGfU, skill execution relates to the actual production of the required movement within the context of the learner and their ability and within the game.
6. PERFORMANCE.
This is the observed outcome; it is independent of the learner. It is a measure of the appropriateness of response, as well as the efficiency of technique.
So what does this mean...?
- Game Form: Introduce your students to a modified form of ‘The Game’ (e.g. Bucketball is a modified version of Basketball)
- Game Appreciate: Review basic rules of the modified game (I find it helps students if you discuss the similarities between the modified game and the ‘real game’)
- Tactical Awareness: Emphasize the use of strategies to achieve success in the game. Introduce students to the following: Invade / defend space, move to an open space, maintain possession. Develop ‘Success Criteria’ so that they have a clear understanding of what each strategy means and how they can demonstrate it in the modified game and in the real game. Post Success Criteria on the wall and refer to it through the unit.
- Decision – Making: Take opportunities to allow students to ask questions about the use of different strategies in a game. Provide them with the choice of choosing a strategy that they feel ‘best fits’ the game category and discuss whether or not the found it to be successful after they practiced it.
- Skill Execution: Depending on the game of choice, provide students with the opportunity to refine their skills specific to the modified / real game. I call these ‘Skill Labs’ and often introduce them after students have spent time exploring a variety of strategies and tactics in the modified game activities.
- Performance: Reviewing the rules of the game, students should have a good understanding of the different strategies and tactics they can apply in the ‘real game’. They can continue to demonstrate their skills, strategies and tactics within the context of the ‘real game’ (or modified).
tgfu-info-sheet.pdf | |
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