VLOG 13: TGfU: Moving Beyond Warm Up, Skill, Game

Games are an inherent feature of physical education. This VLOG explores the Teaching Games for Understanding (TGfU) model and (1) why we might need a different approach to teaching games (2) what TGfU is and (3) how it works.

Examples are provided on Action fantasy games and how games can be modified through TGfU.

For further examples and information on TGfU please see:

Examples of modifications to games: http://www.blackcaps.co.nz/uploadGallery/Grassroots/resources/TGfU_RESOURCE_6OCT10.pdf

Video explaining TGfU: https://www.youtube.com/watch?v=8yiZlXZ9rd4

Practical guide to TGfU: Mitchell, S.A., Oslin, J.L., & Griffin, L.J. (2006) Teaching Sport Concepts and Skills: A tactical games approach Human Kinetics: USA

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8 thoughts on “VLOG 13: TGfU: Moving Beyond Warm Up, Skill, Game”

  1. Excellent !! It was great watch your video . I’m PE teacher and I’ve been working with TGfU for years . I’m working with sport animators ( a vocational traing course we have here in Spain) . I’m using TGfU methodology for my subject : invasion games . I am a trainer and I using it for coaching basketball . I follow your blog and it ‘ll be a pleasure keeping in touch .
    Best regards from Spain.

    Like

  2. Thanks Vicky,
    Hi Vicky,

    Thanks again for this VLOG.

    I’ve sent your VLOG link on to my former university students. I’m hoping this will support them in implementing pedagogical models and eventually Models-Based Practice if they so choose. Although they have been exposed to MBP (TPSR, CL, PT, TGfU) as an innovative approach toward meaningful pedagogical change*, the reality is that the first few years of teaching is often times so overwhelming that innovative practice does not see its way to implementation. However, some students have indicated that they intend to use pedagogical models because they feel this approach will provide them with some guidance and structure in what they perceive as a very demanding first few years.

    I’ve also sent the VLOG on to K-12 PE teachers as I know it has a lot to offer in the way of supporting them in transferring their Professional Development re: MBP/pedagogical models into their programs.

    Check out the third edition of the Teaching Sport Concepts and Skills: A tactical approach for ages 7-18…same useful information…wider target age range.

    Kellie Baker

    *Gurvitch, R., Lund, J. L., and Metzler, M. W. (2008). Chapter 1: Researching the adoption of model-based instruction—Context and chapter summaries. Journal of Teaching in Physical Education, 27(4), 449-456.

    *Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the Development of a Pedagogical Model for Health-Based Physical Education. Quest, 63(3), 321-338.

    *Kirk, D. (2010). Physical education futures. London, England: Routledge.

    Like

    1. Hi Kellie

      I agree with you, there is a balance between structure & guidance and the whole host of other factors to think of in teaching. I suppose the best case scenario would be for the first position to be in a department whereby teachers are already using MBP, yet on the same hand new and beginning teachers are often the transmitters of new practices.

      Zach and Cohen make some useful points with regard to teacher efficacy in learning how to use models too, suggesting during teacher education we should focus on no more than 2 to develop understanding and use of them in practice. This is something we were challenged with in terms of our UG program and offering students with both breadth and depth of MBP.

      Thanks for the suggestions of the references too, these are very useful

      Best Wishes

      Vicky

      Zach and Cohen (2012) http://www.tandfonline.com/doi/full/10.1080/17408989.2012.690374#abstract

      Like

  3. Hi Vicky,

    Thanks again for these VLOGs.

    I’ve sent your VLOG link on to my former university students. I’m hoping this will support them in implementing pedagogical models and eventually Models-Based Practice if they so choose. Although they have been exposed to MBP (TPSR, CL, PT, TGfU) as an innovative approach toward meaningful pedagogical change*, the reality is that the first few years of teaching is often times so overwhelming that innovative practice does not see its way to implementation. However, some students have indicated that they intend to use pedagogical models because they feel this approach will provide them with some guidance and structure in what they perceive as a very demanding first few years.

    I’ve also sent the VLOG on to K-12 PE teachers as I know it has a lot to offer in the way of supporting them in transferring their Professional Development re: MBP/pedagogical models into their programs.

    Check out the third edition of the Teaching Sport Concepts and Skills: A tactical approach for ages 7-18…same useful information…wider target age range.

    Kellie Baker

    *Gurvitch, R., Lund, J. L., and Metzler, M. W. (2008). Chapter 1: Researching the adoption of model-based instruction—Context and chapter summaries. Journal of Teaching in Physical Education, 27(4), 449-456.

    *Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the Development of a Pedagogical Model for Health-Based Physical Education. Quest, 63(3), 321-338.

    *Kirk, D. (2010). Physical education futures. London, England: Routledge.

    Like

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