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Teaching Games for Understanding TGfU

TGfU what?. Can we play games today?Generally, students who enjoy games and are inherently good at them have always had positive experiences with the technical approach.An inherent challenge for physical education teachers is to break away from the exclusive use of

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Teaching Games for Understanding TGfU

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    1. Teaching Games for Understanding (TGfU) April 2, 2010 Elementary PE

    2. TGfU what? Can we play games today? Generally, students who enjoy games and are inherently good at them have always had positive experiences with the technical approach. An inherent challenge for physical education teachers is to break away from the exclusive use of direct instruction, which has been the norm for most of the current adult generation.

    3. Technical Model Generally, students who enjoy games and are inherently good at them have always had positive experiences with the technical approach. links with coaching and professional sports Efficiency / military influence Specialism / Sport Performance Seasonal Activities Teacher Centered Techniques Based Part-Whole

    4. TGfU Model Progressive Education Integration of Mind, Body and Spirit Movement education Integration and inclusivity Discovering what we dont know and applying what we know Thinking and decision making Classification Student Centered Active learning Demonstration of understanding Whole-Part-Whole

    5. Physical Literacy A physical literate person is someone who: moves with poise, economy and confidence in a wide variety of physically challenging situations. In addition, the individual is perceptive in reading all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to there, with intelligence and imagination. Physical literacy requires a holistic engagement that encompasses physical capacities embedded in perception, experience, memory, anticipation, and decision making (Whitehead, 2001, p. 136)

    6. Students are game literate if They have knowledge and understanding that enables them to anticipate patterns of play They possess technical and tactical skills to deploy appropriate and imaginative responses They are able to experience positive motivational states while helping to facilitate motivation among others involved in the game. Children with games literacy are able to engage in a wide range of games, not just one!

    7. Categorizing Games Different games can be grouped together because they contain a similar structure. (Ellis, 1983) Bunker and Thorpe (1982) categorized games of similar intents into the following headings: Invasion/Territory Net/Wall Striking/Fielding Target

    8. Defining the Games Target propel an object, with a high degree of accuracy, at a target. Sriking/fielding or run scoring - strike a ball so it eludes defenders Net/Wall propelling an object into space so an opponent is unable to make a return. Invasion or Territory to invade an opponents territory to score.

    9. Classification of Games

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