Examples Of Teaching Games For Understanding

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eaching games for understanding

There are many approaches in teaching a physical education class. Some approaches are Teaching games for understanding, movement education, direct, and indirect teaching. I am here to give you why teaching games for understanding is substantial in physical education class. Griffin stated that “ Teaching games for understanding (TGFU) is a leaner- and game- centered approach to sport-ranted games learning with strong ties to a constructivist approach to learning”. Teaching give student a well round skill set for specific sports. Gym teachers won 't need to focus on one sport when they are teaching they can focus on multiply activities. Teaching games for understanding emerged at Loughborough University. Which …show more content…

For example when you want to teach the game of baseball. The Teacher is going to want to show them how to play catch first before they hit, because if you do not show them how to hit then they wont know how to catch the baseball and injury can occur. Also when you are teaching baseball the instructor is not going to show them what batting average or ERA,because it is something unnecessary. The teacher is going to want to teach them outs and inning first. Also when it is a good time to run to another base. Another thing the teacher is going to want to do is keep the game in simplest format possible when first start teaching. Do not let the kids know about steeling. If they already know their is steeling in the game. Make sure you tell them not too because all the kids might not know what steeling is. It will be unfair to the students that do not know what it is. Those are the things the teacher wants to do when their breaking games into their simplest …show more content…

For example you do not put a big students with small student. Puts Them at higher risk for injury, Also this can be foreseeable and the teacher will then be liable for any injury that could happen to the students. The teaching games for understanding website has said, “This is the observed outcome; it is independent of the learner. It is a measure of the appropriateness of response, as well as the efficiency of technique”. This means that you should teach the students the appropriate activity for the majority of

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