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TEACHING GAMES for TEACHING GAMES for UNDERSTANDING (UNDERSTANDING (TGfUTGfU))
MOHAMAD YUNUS BIN IBRAHIMINSTITUT PENDIDIKAN GURU
KAMPUS DATO’ RAZALI ISMAIL
TGfUTGfU
Griffin & Patton
TGfUTGfU
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Game
GameAppreciation
TacticalAwareness
MakingAppropriate
Decisions
SkillExecution
Performance
Learner
What to Do How to Do
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
• A different approach in teaching games• TGfU place student in a game situation which
involve:– tactics, decision-making, problem solving & skills
development while playing
• Modifying & adapting games an important part of TGfU – emphasis on tactical aspects of the games
• Games are modified to suit the learner
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Games• TGfU model indicates learning is game-based
– some form of opposition or opponent
• Student must understand the game in order to recognize the problems to be solved
• 4 categories of games:– Invasion games, Net & wall/ court games,– Striking & fielding games, Target games
TYPES OF GAMESTYPES OF GAMES
–Retain possession
Invasion 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 bat
Net & Wall/ Court gamesPurpose:• core on opposition’s 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 MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Game Appreciation• Time should be given for the students to
recognize & appreciate:– purpose of the game– shape of the games– understanding of the rules & regulation of the
games
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Tactics• Problem solving is a critical approach to TGfU• Beginners are introduced to tactics of the
games gradually:– movement principles– space and time– skills – tactical knowledge
Transfer of learning
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Decision Making• Students have to decide
– what to do – how to do – when to do
• Factors influence decision making:– Position of team mates & opposition– Time– Space available
Execution of skills
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Skill Execution & Performance• TGfU model emphasis on skill execution &
game performance when the students are ready & in needs
• Skills are performance of techniques in a game situation (techniques are performance during practices)
MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Strength of TGfU• Mainly focus on student & problem solving• Fun & enjoyment are the main theme of TGfU
– Learning through playing games
• Questioning technique, analyse action (individual & team) & encouragement – Age, experience & students’ ability level
• Introduction of rules & techniques
……MODEL MODEL TGfUTGfU(Thorpe & Bunker, 1982)(Thorpe & Bunker, 1982)
Webb, Pearson & McKeen, (2005) – PDHPE (NSW)• Encourage a holistic approach to teaching of games• Develop critical thinking & problem solving• Develop deep knowledge & understanding of the
game • Promote high levels of participant & enjoyment for
participants• Promote player centred learning & relevance of skills
& tactics• Cater for varying abilities• Foster efficiency in aspects of implementation