Teaching Games for Understanding (TGfU) is seen throughout physical education curriculums and helps students gain an understanding of the rules and concepts of certain activities. The goal of TGfU is to help the students understand what they do and why they are doing it. Also, students can be taught by using a modified form of the activity that the teacher wants them to do. TGfU is not judged on how good or bad a student will perform. Although the model is used mostly in physical education, we see it now being used by coaches.
The idea for the Games for Understanding model first originated at the Loughborough University which is located in the United Kingdom. Two men, Rod Thorpe and David Bunker created the model in 1982. They wanted to take an alternative approach to the traditional style of learning and teaching. Thorpe and Bunker noticed that learning the sport in physical education class would take up most of the time leaving the students with little time to play the actual activity. With this in mind, the two created a six stage model that identifies the main objectives of the TGfU.
The first stage is Game Form. Here we teach the students different varieties or styles of playing the activity at hand. For example, an elementary school in Ontario, Canada, used a rubber chicken to teach the concepts of basketball, hockey, soccer, and lacrosse. This is smart because no student is going to be a star using an object that isn’t normally used to play that game so it creates equality among all the students. The students at the school enjoyed learning this way, and making sure a child is interested and intrigued by the style of learning is critical for participation. By modifying the game form, students will learn the mai...
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...her or not they followed the rules, and if they performed what you had taught them correctly. In conclusion, TGfU should be added to elementary curriculums nationwide because they are helpful in promoting a healthy lifestyle and an understanding of activities that can lead to one.
Bibliography
"WHAT IS TGFU? - Teaching Games for Understanding." Teaching Games for Understanding. N.p., n.d. Web. 05 Nov. 2013.
"Helping Ontario’s Kids Get in the Game - How “Teaching Games for Understanding” is Rearranging the Rules in H&PE Classes." Ophea. N.p., 30 Mar 2011. Web. 16 Sep 2013.
Wild, Kiersten, Chris Smith, and Nic Skrabek. "The Model." (n.d.): n. pag. The Model. APA Guide, 14 Jan. 2009. Web. 5 Nov. 2013. .
The game's rules were designed by Catherine L. Coghlan and Denise W. Huggin. The purpose of the game is to change a familiar game like Monopoly that most students know into a teaching tool to teach students how real society functions. (*See the end of the post for links to their study and directions for playing the game.*)
The tactical games model is an instructional method for a physical education class, the outline for a tactical game unit is set up as follows. The first step in any Tactical games model is to choose a sport for the class to play, team sports such as basketball or soccer typically work best for this model because they present the players with more tactical situations. Rather than full sized games your class will benefit more from smaller groups and faster paced games, any tactical issues a student is having during the sport will become more apparent this way and therefore easier to address (Pill). Additional adaptations can be made to manipulate the sport to your classes needs such as dimensions of the field, player’s movements, and the games rules (Pill).The Focus of game one is to put your students into challenging situations, by being challenged in the first game the students see areas they are lacking tactical experience. As the teacher your objective during game one is to iden...
Mead when individuals(kids) engage in games they start to see the roles of themselves and roles of others,
When deciding on instructional model teachers have to take things like gender and the base objective of the PE unit into consideration. The article states that Teachers preferred the tactical game model because students were more motivated when participating in this model. The TMG participants improve significantly in skill development declarative knowledge and game performance compared to other models (turner, 1996). Students would have a significant improvement in game play performance of skills and technical knowledge of the skill methods. This is partly because the environment of TMG supports the specifics of interactive behaviors in a classroom, increasing positive interaction and canceling out negative interaction giving students with lower skill levels a greater opportunity to learn. When students have more opportunities to learn, they are more motivated minimizing off-task behaviors creating a physically active atmosphere. Students enjoy the TGM because it increases their tactical ability and tactical awareness, allowing them to play at a higher game
The first stage of TGFU is Game Form. This first stage is all about introducing the game to the students. Physical Education teachers should be showing the students the main concept of the game, and how it is played through example. They begin to focus on important aspects of how the game is played. Once the teacher finishes explaining the game, they introduce the changing of game form which is chunking out each important stages of the game by focusing on each specific part. This process is so that the students can gain experience in each role of the game.
The types of games that children play change dramatically compared to early childhood. In addition to the activities that they already play, they start to strive for a challenge. Middle childhood is the time when children acquire skills such as reading and arithmetic. During this time children start to play games that are complicated and rule oriented. Because of these changes, children begin to play games based on strategy such as playing cards and other games that test their mind. They play games such as Pokémon or Yu-Gi-Oh. These card games require children to count, remember, and plan strategies. By playing these games, children begin to plan consciously, coordinate actions, evaluate their progress, and modify their plans and strategies based on reflection and evaluation.
My intent is to properly explain how to play a sport the different things that are required to play any the many sports out there. Learning a sport takes time, and the ability to be coachable in whatever sport you might do. In every sport your coach gives you tips on how to improve on different attributes that may help you better yourself as an athlete. These tips that are given and learned, help improve the overall ability that you have in the sport. In learning these skills you are cognitive, associative, and autonomous which help you the skills you learned and use them effectively. These theories all have something to do with process of learning that takes place in any sport played.
P. E. teachers teach skills that I know are necessary to mold healthy children for a healthy future. In order to achieve such skills it is also important that children have a safe environment in which to exercise motor skills. As children grow, they become more interested in the world around them through the use of motor skills .
The ideal of interactive, highly-engaging training and education is ancient. A Chinese proverb says: "Tell me, and I'll forget. Show me, and I may remember. Involve me, and I'll understand." However, the gap continues to grow between antiquated, passive training methods and a workforce that lives an ever more interactive, multimedia, user-controlled lifestyle. With game-based learning tools to bridge that gap comes the promise of vastly more productive and engaged students and workers—ones who embrace learning.
Since the Early 70’s video games have been giving a bad name. Parents state that video games rot the minds of children and are influencing them do be violent. These accusations are far from the truth. In my research I found that there are many positive effects of gaming. Some of these effects are increased skills, creativity, general knowledge, and also help those in need. Parents can also take proper precautions and look into a game before buying it to see if it meets the criteria discussed in this paper.
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.
The main goals behind Sport Education are to help students become knowledgeable about different sports and activities to the point where they can participate in these outside of the classroom to stay active. Also it teaches execution and strategies and encourages competitiveness. It is important for kids to be competitive because they will have to be in life and it will teach the importance of winning and losing the right way. “Sports offer kids a great chance to work cooperatively toward a common goal. And working coope...
...s-Ehlers, Caroline. "Physical Education Teaching." Encyclopedia of Cross-Cultural School Psychology. 1st. Springer Science , 2010. Print.
“You’re going to pass the test, and if you don’t, no games until you pass the test next year.” My heart immediately dropped like a brick and my mind started to race. Games were my source of entertainment, and being cut off from them was like being exiled from society. The minute we got home, I raced to my room and started to make flashcards to study theory. For days, I studied non-stop, only stopping when necessary. Finally, the last group lesson arrived. Instead of finishing the usual one or two practice tests, I managed to finish five and I aced all of them.
By interacting with others in play settings, children learn social rules such as, taking turns, trade, cooperation, sharing, rules, and mixing with other. They discover scenes and stories, solve problems, and negotiate their idea through social barriers. They know what they want to do and work conscientiously to do it. they learn the powerful lesson of pursuing their own ideas to a successful conclusion. Also, support most children progress from an egocentric view of the world to an understanding of the importance of social skills and rules, they learn that games such as follows the Leader, baseball, and soccer cannot work without everyone obeying to the same set of rules. It teaches children life has rules (laws) that we all must follow to function effectively. Research shows that children who involve “(in complex forms of socio-dramatic play have greater language skills than non-players, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking”.