Tactical Game ModelPresented by John Doe, Jane Doe & Joe Public

Overview TGFU, Games for Learning, game sense, play practice Response to perceived inadequacies of traditional technique

based units. Seeks to teach students how to perform in CONTEXT. Students learn skill through gameplay, not in order to play

games. Based heavily upon the constructivist learning theory.

Need for this model Motivation – “can we play today” Skillful students need to be able to apply those skills in the

context of a full fledged game. Adults only participate in games and activities they

understand and enjoy.

Value Orientation

This model is compatible with a learning process and/or subject matter value orientation. Normally (but not exclusively) the subject matter will be sports.

Sports organized around themes: net, invasion, target, fielding/striking Many tactics are applicable across a range of various sports:

Moving to open space, speed accuracy trade-offs, playing to the weak spot

Characteristics WHY is learned before HOW. Students are guided to arrive at movement solutions through

teacher questioning. Why

Most lessons follow a pattern of some sort that employs game-practice-game.

Games are modified and developmentally appropriate – not thrown into full-sided

gameplay until ready. Assessment is as important

as in other models. Technique and Tactics (decision making)

Teaching Styles

A variety of teaching styles may be used within this model. There will be times when a command style is used, but because this model is student centered and because it was created to teach decision making skills, reciprocal interaction, guided discovery and even self direction should be used often.

A lot of partner and group work are normally evident and students are often asked to work together to create rules, self officiate and assess one another.

Roles and responsibilities Teacher

Understanding of tactics Able to formulate good questions

Time: when is the best time… Space: where is/are… Risk: Which option is safest/most risky Assess learning

Student Respond to questions Draw connections between games Make decisions

Research

Most studies report no difference is skill development when comparing technique approach to tactical approach.

Students generally report greater levels of enjoyment under a tactical games approach.

Some studies report students spend more time on task under a tactical games approach.

Samples

Yearly Plan (scope and sequence):

http://www.moe.gov.sg/education/syllabuses/aesthetics-health-and-moral-education/files/physical-education.pdf [see page 5]

Unit plan (block plan):

http://www.hhpcommunities.com/metzler/index.php?option=com_content&view=article&id=189:sample-unit-plan-for-tactical-games-in-physical-education&catid=47:tactical-games&Itemid=63

Lesson Plan:

https://www.dropbox.com/s/hmbivk7pxv3u2l0/TGFU-badminton%20example-HPE510.doc

Yearly Plan

Portion on a unit block plan

Lesson Plan

References

Butler, J., & Griffen, L. (2010). More Teaching Games for Understanding: Moving globally. Champaign: Human Kinetics.

Butler, J., Griffen, L., Lombardo, B., & Nastasi, R. (2003). Teaching games for understanding in physical education and sport. Reston: NASPE.

Carpenter, E. (2010). The Tactical Games Model Sport Experience: An Examination of Student Motivation and Game Performance during an Ultimate Frisbee Unit. Amherst: Dissertations and Theses at ScholarWorks@UMass; Paper 240.

Hopper, T., & Kruisselbrink, D. (2014, January 4). Teaching Games for Understanding: What does it look like and how does it influence student skill acquisition and game performance? Retrieved from uvic.ca/~thopper: http://web.uvic.ca/~thopper/articles/JTPE/TGFU.htm

IMPE Resource Site. (2013, December 18). Retrieved from HHP Communities: http://www.hhpcommunities.com/metzler/index.php?option=com_content&view=article&id=189:sample-unit-plan-for-tactical-games-in-physical-education&catid=47:tactical-games&Itemid=63

Metzler, M. (2011). Instructional Models for Physical Education (3rd Ed.). Scottsdale: Holcomb Hathaway Publishers.