TGFU TACTICAL GAMES FOR UNDERSTANDING MODEL PRESENTED BY

TGFU TACTICAL GAMES FOR UNDERSTANDING MODEL PRESENTED BY: Mike Harding and Matt Kudu

History The Tactical Games for Understanding Model (TGFU) was first created in the United Kingdom in the early 1980 s The ideas were spawned by Thorpe and Bunker(1982) and drew on the earlier work of Mauldon and Redfern (1981).

DEVELOPMENT The Tactical Games Model was proposed as an alternative to the technique approach because it was noted that techniques practiced in isolation did not transfer to the game. The Tactical Games Model was proposed as a way of putting the WHY of a game before the HOW.

Development Cont. • The tactical games model provides a way of organizing games content so that young students can make conceptual connections between what often seem to be dissimilar games • The model emphasizes tactical similarities among games so that young learner might better understand the common principles of similar games and come to understand games more deeply and play them more effectively

COMPONENTS OF THE MODEL Six stages 1. Modified game play 2. Game appreciation 3. Tactical Awareness 4. Appropriate Decisions 5. Skill Practice 6. Game play to determine effectiveness of game play **The six stage mode; was developed for developing decision making and improve performance in game situation**

Teaching Games for Understanding Model 2. Game Appreciation 1. Modified Game Play 6. Performance/ Game play Learner 3. Tactical Awareness 4. Appropriate Decisions What to do? How to do it? 5. Skill execution

1. Modified Game Play Game form where the teacher teaches learners a game through a modified game. The rules of the game are designed for the physical, social and mental development of the learners.

2. Game Appreciation Game appreciation is developed in a modified game form that enables the learners to develop an appreciation of the rules that shape the game.

3. Tactical Awareness Tactical awareness is taught while playing the modified game. The teacher guides the learners to realize a tactical awareness of how to play the modified game to gain an advantage over his or her opponent.

4. Appropriate Decisions Learners, with tactical awareness, make appropriate decisions about “what to do? ” and “how to do it? ”.

5. Skill Execution Skill execution (practice) stage is where the student learns to execute the required skill from the context of the game and within students’ ability limitations.

6. Performance/Game Play Performance of the skill or strategy is where skills are learned and then measured against criteria that are independent of the learner.

Class Management Tactical games lessons are most effectively implemented when students enter the gym and move straight to equipment setup and modified or conditioned game play, which is itself appropriate as a warm up activity

Class Management Cont. This is a specific way in which this model could be implemented in any elementary grade level is by instead of having children inefficiently line up or sit in a circle waiting to be directed by the teacher This start up lessens the need for transition between lesson segments and immediately focuses students on the content of the lesson

Class Management Cont. Students can be assigned to permanent home courts or fields; therefore eliminates the need to take attendance Attendance can be observed once students are actively playing a game

Teaching and Learning Using the tactical games model means the use of mixed teaching strategies Teaching strategies include direct and indirect teaching styles and problem solving strategies; although the model predominantly emphasizes indirect question driven teaching TGFU can be implemented in all grade levels K 12 but is especially effective in the elementary grades

Learning Domains The goal of the TGFU model is effect all 3 learning domains psychomotor, cognitive and affective domains In reality the TGFU model mostly effects the psychomotor and cognitive domains Emphasis on cognitive aspects of game play enable less skilled players to value their won performance even when they are only in supporting role; therefore makes learning and participating in the games more worthwhile and enjoyable

Benefits/Pros Increased time in game play Motivational and enjoyable Strong link between skills and games Students value skill practice Application and performance of skills Tactical components

Negatives/Cons Focus on competition may not be eliminated Game playing may not be enjoyable to some students Opportunities to participate may be limited to poor teaching resources; not all may participate in small groups

International Use This model has gained popularity internationally with conferences on how to use this model being done in these countries Australia ( 2003, 2006) Hong Kong (2005) Planned for Vancouver (2008)

Video Example of classroom implementation

References Hopper, D. T. (2001, September 1). Dr. Tim Hopper. Retrieved October 2007 , from Dr. Tim Hopper: http: //www. educ. uvic. ca/Faculty/thopper/index. htm Hopper, D. T. (n. d. ). Teaching Games for Understanding. Retrieved October 2007, from Teaching Games for Understanding: http: //www. tgfu. org/index. htm Mitchell, S. A. (2003). Sport foundations for elementary physical education : a tactical games approach. Champaign, IL : Human Kinetics. Mitchell, S. A. (2006). Teaching sport concepts and skills : a tactical games approach. Champaign, IL: Human Kinetics. The division of professional learning faculty of education and social work, U. o. (2006). Asia Pacific Conference. Retrieved October 2007, from Asia Pacific Conference: http: //www. proflearn. edsw. usyd. edu. au/proceedings_resources/papers/Pro ceedings_TGf. U_06_Asia. Pacific. Sport. pdf