TEACHING GAMES for UNDERSTANDING (TGfU)

MOHAMAD YUNUS BIN IBRAHIMINSTITUT PENDIDIKAN GURU KAMPUS DATO RAZALI ISMAIL

TGfUGriffin & Patton (2005)

TGfU

MODEL TGfU(Thorpe & Bunker, 1982)GameGameAppreciationTacticalAwarenessMakingAppropriateDecisionsSkillExecution

Performance

LearnerWhat to DoHow to Do

MODEL TGfU(Thorpe & Bunker, 1982)A different approach in teaching gamesTGfU place student in a game situation which involve:tactics, decision-making, problem solving & skills development while playingModifying & adapting games an important part of TGfU emphasis on tactical aspects of the gamesGames are modified to suit the learner

MODEL TGfU(Thorpe & Bunker, 1982)GamesTGfU model indicates learning is game-basedsome form of opposition or opponentStudent must understand the game in order to recognize the problems to be solved4 categories of games:Invasion games, Net & wall/ court games,Striking & fielding games, Target games

TYPES OF GAMESRetain possessionInvasion gamesPurposes: to invade and control territory retain possession to create scoring opportunities get behind defences

Striking & fielding gamesPurposes: strike a ball into space to run a given distance to score to defend a space with the batNet & Wall/ Court gamesPurpose: core on oppositions side of court strike ball (or similar) within space but away from opponent move opponent around

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

MODEL TGfU(Thorpe & Bunker, 1982)Game AppreciationTime should be given for the students to recognize & appreciate:purpose of the gameshape of the gamesunderstanding of the rules & regulation of the games

MODEL TGfU(Thorpe & Bunker, 1982)TacticsProblem solving is a critical approach to TGfUBeginners are introduced to tactics of the games gradually:movement principlesspace and timeskills tactical knowledgeTransfer of learning

MODEL TGfU(Thorpe & Bunker, 1982)Decision MakingStudents have to decide what to do how to do when to doFactors influence decision making:Position of team mates & oppositionTimeSpace availableExecution of skills

MODEL TGfU(Thorpe & Bunker, 1982)Skill Execution & PerformanceTGfU model emphasis on skill execution & game performance when the students are ready & in needsSkills are performance of techniques in a game situation (techniques are performance during practices)

MODEL TGfU(Thorpe & Bunker, 1982)Strength of TGfUMainly focus on student & problem solvingFun & enjoyment are the main theme of TGfULearning through playing gamesQuestioning technique, analyse action (individual & team) & encouragement Age, experience & students ability levelIntroduction of rules & techniques

MODEL TGfU(Thorpe & Bunker, 1982)Webb, Pearson & McKeen, (2005) PDHPE (NSW)Encourage a holistic approach to teaching of gamesDevelop critical thinking & problem solvingDevelop deep knowledge & understanding of the game Promote high levels of participant & enjoyment for participantsPromote player centred learning & relevance of skills & tacticsCater for varying abilitiesFoster efficiency in aspects of implementation