1. Teaching Games for Understanding

2. Teaching Games for Understanding
Origins with Bunker and Thorpe model
Six stages
Modified game play
Game appreciation
Tactical Awareness
Appropriate Decisions
Skill Practice
Game play to determine effectiveness of game play

3. Current TGFU model Game play sets problem
Establishes the motivation for practice
Skill practice solves problem
Closing game extends solutions
Did practice solutions solve the problem?

4. Transfer of Tactics Common problems to solve
Transfer of tactical solutions and concepts within and across the game categories
Invasion games
Net/wall games
Striking/fielding games
Target games

5. Tactical Games Model
Tactical frameworks:provides the scope & sequence of content
Identifies tactical problems & solutions in the form of decisions
Scope
On-the-ball skills
Off-the-ball movements
Sequence
Game complexity
Complexity increases as game grows

6. Game complexity
Learning of concepts & skills progresses across the sequence of learning
Identify various levels of game play
Leads to progressively more decisions by the student as level progresses

7. Emphasis of Standards within Teaching Games for Understanding
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Major
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
Minor
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

8. Benefits 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

9. Negatives 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

10. Sample Unit and Lessons
Tactical problem = Lesson focus
Goal of game drives lesson objectives
Questions to game problems shape solutions
Units structured by
Individual game
Thematically by game category
Invasion, net, striking/fielding, target

11. Game Questions Help teachers Link lesson goal to game play
Shape skill practice
Assess during closure

12. Assessment of Student Learning
Integral, ongoing, and embedded
Records process of play and/or outcome
GPAI: Game Performance Assessment Instrument
Rubric to assess components of game play
Enables holistic assessment of
On-ball skills
Off-ball movements
Support play
Decision making