- Explain the importance of TGFU in learning Games and Sports. - Summarize the TGFU model and its implication in learning Games and Sports. - Apply the key stages of the TGFU model in learning Games and Sports. - Identify the different Game categories and describe each one. - Generalize the Levels of tactical complexity so that students will have a deeper understanding of the game. The Teaching Games for TGfU Understanding (TGfU) approach developed by Bunker Teaching Games for Understanding and Thorpe in 1982 places a new emphasis on the more traditional, technical focused approach to teaching. TGfU places the student in a game situation whereby skills, tactics, decision-making, and problem solving are developed in cohesion (Webb, Pearson, & Forrest, 2006). The Teaching Games for Understanding (TGfU) Model:
The Teaching Games for
Understanding model incorporates 6 key stages which include: (1) Game-Focus, (2) Game Appreciation, (3) Tactical Awareness, (4) Decision Making, (5) Skill Execution and (6) Performance (Thorpe & Bunker, 1986). Thus, when implementing TGfU, the development of any game follows the model presented in this Figure. Game As the model indicates, learning is game-based whereby there is always some form of opposition. In this stage, the students must first become capable of understanding the form of the game before they can recognise the problems to be solved. Game Appreciation In recognising the purpose of the game, time should be given for students to see what the game is all about. Gradually, students will develop an understanding of the main rules that shape the game. Tactics Problem solving is a critical approach to teaching games for understanding. Beginners are introduced to tactics through a gradual introduction of movement principles, based on simple ideas of space and time (Werner, Thorpe & Bunker, 1996). Hence, Thorpe & Bunker (1986) recognise that just as skills transfer across games, so will tactical knowledge. Decision Making With increased appreciation of the game and tactical knowledge, students show a much greater understanding of when and how to perform skills. In addition, they also develop appreciation of the factors which influence decision making in executing skills in regards to time, space and positioning. Skill Execution In the TGfU model, skill execution is used to describe the actual production of the required movement as envisaged by the teacher and seen in the context of the learner. Performance This is the observed outcome of the previous processes measured against criteria that are independent of the learner. Thus, performance is measured based on the appropriateness of the response and efficiency of the technique. Game Categories The TGfU model can be applied to four categories of games, which include (1) Target Games, (2) Net / Wall Games, (3) Striking/Fielding Games and (4) Territorial and Invasive games (Webb, Pearson, & Forrest, 2006). All games in each category exhibit common concepts and tactical problems to be solved, allowing transfer of tactical understanding across games. Target Games Players score when they successfully throw or strike an object closer to a target than their opponents were able to. Tactical problems related to target games include shot selection, judging distance, preventing points, and protecting the shot. Examples of target games include golf, archery, bowling, dart, and billiards. Net / Wall Games Players/teams score by hitting an object into a court space in such a way that the opposing player/team cannot hit it back within the allowed amount of bounces. Tactical strategies related to net and wall games include setting up an attack, creating space on offence, reducing space on defence, etc. Examples of net and wall games include tennis, volleyball, squash and badminton. Striking and Fielding Games
Players on the batting team strike an
object and attempt to run between two points before the fielding team can recuperate the object. The teams exchange roles after a certain amount of hits or after a certain amount of players have been retired from the game. Tactical problems related to striking and fielding games include striking the object to an open space, reducing space on defence, scoring points and retiring players from the game. Examples of striking and fielding games include baseball, cricket, softball and kickball. Invasion Games (Territorial / Invasive Games) Teams score when they move an implement into the opposing team’s zone and successfully attack that team’s goal or target area. Tactical problems related to invasion games include maintaining possession, attacking and/or defending a goal, winning the ball, etc. Examples of invasion games include soccer, basketball, football, rugby and hockey.