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Teaching Games for Understanding

Teaching Games for Understanding. 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. Current TGFU model

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Teaching Games for Understanding

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  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 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

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