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Table of Contents TGfU (Teaching Games for Understanding) Scope & Sequence (Year Plan) What does this look like in my class? (Lesson Plan) Assessment Videos Research Articles Articles Twitter Websites TGfU (Teaching Games for Understanding)
Teaching games for understanding (TGFU) is understood as an inquiry approach to games teaching where the play of a game is taught before skill refinement. The TGFU approach was proposed as a way of putting the WHY of a game before the HOW. The TGFU focuses upon teaching students tactical understanding before dealing with the performance of skills, as such the TGFU offers a tactical approach to games teaching emphasizing game performance over skill performance (Griffin, Mitchell, & Oslin, 1997; Werner, 1989). It is a guide or framework to apply our teaching to. Using the model of TGfU gets our students to problem solve and think critically. Teach skill through the context of the game. Skills are more than technique, it is problem solving, decisions making, etc. We rarely focus on off the ball skills. Only 20% of a game is on the ball. Less drilling of the skills and more playing. At the School level we need to teach every student to be successful. This is why we want to start with modified games. Inquiry based approach when playing a modified game (asking questions). ● Click here to read a great article from PHE Canada on TGfU ● Click on the link to read a great article on “What is Teaching Games for Understanding? A Canadian Perspective” Scope & Sequence (Year Plan)
Within your year plan you want to design and create a scope and sequence that includes the game category/genres. ● Target Games ● Striking/Fielding Games ● Net/Wall Games ● Invasion/Territorial Games This chart from our curriculums (grade 4 & 5) clarify which games and activities fit into the categories that have been used as the organizing structure within the physical education outcomes and indicators (Griffin & Butler, 2005). The chart does not dictate which games or activities must be covered, nor does it suggest that all games or activities must be included in a year plan. Teachers need to make choices that provide students with a wide range of experiences, while following school division policies related to safety guidelines. Make sure to check out Nathan Horne’s (@PENathan) blog post “Back to School Series #PhysEd: Curriculum & Programming” on how he sets up his yearly PE program. He has added in some great visuals like the one to the right. Within your curriculum the TGfU Model touches on the following outcomes from K­12 ; ● Active Living ● Health Related Fitness ● Skill Related Fitness ● Manipulative Skills ● Complex Manipulative Skills ● Locomotor ● Complex Locomotor ● Non ­ Locomotor ● Movement Variables ● Biomechanics ● Games, Tactics & Strategies ● Decision Making ● Respectful Behaviour ­ Positive Interactions ­ Social Skills ● Safety ● Individual/Partner Movement Activities (Wellness 10) ● Group/Team Movement Activities (Wellness 10) ● Developmental Sports & Games (PE 20/30) The picture to the left was tweeted out by Steven Killeen (@killeenio) via The HPE Blog twitter account (@TheHPEBlog). I wanted to share it because this is a great way to visually show your students all the pieces that are involved in an activity. A certain skill or strategy may be the focus of the lesson but many more outcomes are at play; Safety, Respectful Behaviour (Hellison’s Goals), Decision Making, Components of Fitness… and way more. Just as the above picture demonstrates (in teacher language) that when were are teaching one outcome it is not the only outcome that is covered, this visual demonstrates to the students about all that is involved in being successful in an activity. Skill are not the most important, they play a small role in your success level. Resources: ● Games Hierarchy via the Glenn Young (@GlennYoungSD36) & the Surrey School District. ● Saskatchewan Curriculum K­ 5 Scope & Sequence ● Saskatchewan Curriculum 6 ­ 9 Scope & Sequence & Phys.Ed 6 ­ 9 Outcomes Chart Form ● “Purposeful #Phys.Ed: From Curriculum to Grades” A great blog post by Joey Feith (@JoeyFeith) of the ThePhysicalEducator.com website. What does this look like in my class? (Lesson Plan)
Start each class with a focus or a problem to solve. ●
Example: Moving to open space Here is where you are teaching about the principles of play (Teach the common focuses within the category/genres). The picture to the right was tweeted out by Steven Killeen (@killeenio) via The HPE Blog twitter account (@TheHPEBlog). This is a great visual representation of how he represents TGfU with his students. This is a very smart way to make the connections of the genre/category within each individual sport or activity. This picture shows what each sport has in common in relation to the genre/category of Striking & Fielding games, as well as what is doe snot have in common and the differences between the two games. This would be a great formative or summative assessment piece to have your students do at the end of a unit. Resources: Teaching Games for Understanding App ­ created by Nicholas Stratigopoulos (@GraciousWolf_PE) ● TGfU Games PE (Demo) Video ● Click here to access iOS App ● Click here to access Android App OPHEA Teaching Games for Understanding Activity Support Package ● This is an excellent resource with all kinds of great activities designed to help kids, ages six to twelve, develop an understanding and competency of the skills and tactics associated with playing sports. A Practitioner’s Guide to Teaching Games for Understanding ● “Can we play the game now?” How many times have you heard that from your students? ● This resource demonstrates how to use games to teach skills, rules and strategies. ● Using the TGfU model, you will learn how to implement this model to achieve various curricular expectations. K­6 Complete Games Binder via Nicholas Stratigopoulos. ● Here you will find 56 Physical and Health Education games that could be played from Cycle 1 to Cycle 3 (K­6) in the Quebec Education Program. ● Physical and Health Education programs have evolved from the acquisition of knowledge by learning skills through drills to focusing on the construction of meaning through games. Grade K­5 ­ Teaching Games (via Growing Young Movers) ● This link takes you to the Growing Young overs website and shows a list of resources that has been tagged under Teaching Games Grade K­5. ● The great part about the GYM website is that it is directly correlated with the Saskatchewan curriculum. Teaching Games for Understanding Posters (via Ardis Hufnagel & Naomi Hartl) ● A few months ago Ardis Hufnagel (@ardishufnagel) and I got together to discuss Teaching Games for Understanding. ● This was a fairly new concept to me and I was curious how she structured it in her classes. We found some great posters that had been posted on the Saskatchewan Physical Education Association website (PE 6 ­ 9 Movement Activities Posters). I believe Jennifer Foley (@livethroughme77) created them (sorry if I am wrong!). ● We wanted to use them with our elementary students, but found there was a lot of words on them. ● So like any great teacher does, we stole her idea (we are pirates.... Arrrgghhh), and made it work for us and our classes. Tactical Games (via Joey Feith & ThePhysicalEducator.com) ● This link will take you to a great website that breaks down what each of the categories are and gives 4 or 5 examples of small sided games to use. TGfU Model Poster (via iPhys­Ed.com & Nathan Horne) ● This is a great diagram of the TGfU showing the different phases of the student centered model. Spatial Awareness ­ Open Space Progression ­ Territory Game via Bill Walters, Tim Huleatt, Geoff Whent – Sinclair Secondary School ● This document shows a progression through invasion and territorial games Assessment
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Peer assessment (middle school +) using rubrics to watch someone live, self reflection (pose questions to students ­ how did you do this…) Assessing all three domains ○
affective (values, attitudes, feelings, self­concept and self­esteem) ○
cognitive (intellectual capacity and knowledge acquisition) ○
psychomotor (body kinesthetic) We need to make sure we are assessing them on more than just their physical ability as that is a small part of their learning and a small part of our curriculum. Authentic assessment (real time) Performance analysis ­ Video Evidence we gain needs to reflect what they are learning not physical skill ­ task within the context of the game.. continuum of learning… progression Resources: ● Teaching Strategies in Games Teaching: Tactic­to­skill assessment in net/wall games ● Net Games Rubric via Glenn Young & Surrey School District ● Spatial Awareness Rubric ● Assessing Movement in Grade One to Five via Growing Young Movers ● Record of Student Achievement ­ Gr. 1 to 5 via Growing Young Movers ● Record of Student Achievement ­ Gr 6 to 9 via Growing Young Movers ● Holistic Rubrics ­ Grade 1 ­ 5 via Growing Young Movers ● Holistic Rubrics ­ Grade 9 via Growing Young Movers ● Assessing Outcomes in Grade 6­8 via Growing Young Movers Videos
● Brian Lewis (@gymovers) TGfU Playlist ○ via growingyoungmovers.com ● TGfU Videos ○ Brought to you by the TGfUinfo website ● TGfU Google Hangout ○ with Kelly Ann Parry (@kellyannparry), Jason Levitt (@JasonBLevitt), Adam Metcalf (@MrMetcalfPE), Nicholas Stratigiopolous (@GraciousWolf_PE) and Naomi Hartl (@MissHartl) ● ThePhysicalEducator.com ○ You need to check out Joey’s Youtube account as he has a lot of great TGfU videos. ● TGfUInfo Youtube Account ○ from the TGfUinfo website ● PhysEd Games ● TGfU YouTube Playlist ○ Thank you to Luc Therrien (@LucTherrien2) for sharing it with me on twitter Research Articles
● ¨Teaching Games for Understanding: What does it look like and how does it influence student skill acquisition and game performance?¨ by Tim Hopper, University of Victoria & Darren Kruisselbrink, Acadia University. ● “Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students” by Peter A. Hastie and Matthew D. Curtner­Smith, Auburn University & University of Alabama, USA. ● “The Role of Nonlinear Pedagogy in Physical Education” by Chow, J. Y., K. Davids, C. Button, R. Shuttleworth, I. Renshaw, and D. Araujo. ● “Teaching Games for Understanding: the difficulties and challenges experienced by participation cricket coaches” by Simon John Roberts ● “Mentoring in TGfU teaching: Mutual engagement of pre­service teachers, cooperating teachers and university supervisors” by Lijuan Wang, Shanghai University of Sports, China; Amy Ha, The Chinese University of Hong Kong, Hong Kong. ● “Four Rs for tactical awareness: Applying game performance assessment in net/wall games” by TIm Hopper Articles
● Helping Ontario’s Kids Get in the Game ­ How “Teaching Games for Understanding” is Rearranging the Rules in H&PE Classes ● Creating Critical Thinkers in #PhysEd Twitter
● Follow @TGfUinfo, @kellyannparry, @TGfUEducation on Twitter ● Follow the #TGfU Twitter Feed ● Get info on the #TGfUChat Twitter Chats ● Follow the #TGfUChat Twitter Feed ● Twitter Chat Discussion Topics Websites
● Right click on the graphic and click “Open link” to go to website.