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Teaching Games for

Understanding

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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

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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?

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Transfer of Tactics Common problems to solve

Transfer of tactical solutions and

concepts within and across the gamecategories

Invasion games

Net/wall games

Striking/fielding games

Target games

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Tactical Games Model Tactical frameworks:provides the scope & sequence of

content

Identifies tactical problems & solutions in the formof decisions

Scope On-the-ball skills

Off-the-ball movements Sequence

Game complexity

Complexity increases as game grows

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Game complexity Learning of concepts & skills

progresses across the sequence oflearning

Identify various levels of game play

Leads to progressively more decisions by the

student as level progresses

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Emphasis of Standards within

Teaching Games for Understanding1. 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.

Major

3. Participates regularly in physical activity. Minor

4. Achieves and maintains a health-enhancing level of

physical fitness.

Minor

5. Exhibits responsible personal and social behaviorthat respects self and others in physical activity

settings.

Major

6. Values physical activity for health, enjoyment, challenge,

self-expression and/or social interaction.

Minor

Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

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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

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Negatives Focus on competition may not be

eliminated

Game playing may not be enjoyable to

some students

Opportunities to participate may belimited to poor teaching resources; not

all may participate in small groups

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Sample Unit and Lessons Tactical problem = Lesson focus

Goal of game drives lesson objectives

Questions to game problems shapesolutions

Units structured by

Individual game

Thematically by game category Invasion, net, striking/fielding, target

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Game QuestionsHelp teachers

Link lesson goal to game play Shape skill practice

Assess during closure

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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