Teaching Games for Understanding: Theory, Research, and Practice

Teaching Games for Understanding: Theory, Research, and Practice

 Making first coaching impressions count through a teaching games for understanding approach

Traditional skill-based versus TGfU novice instruction in hockey

Traditional approach
Traditionally, instruction of novices in hockey starts with how to hold the hockey stick (Swissler, 2003). Once the
grip is established, learning frequently turns to passing the ball using a ‘push action’ (Swissler, 2003). This leads to the teaching of basic receiving skills and drills associated with those techniques. Next, novices are usually taught basic ball dribbling (Mitchell-Taverner, 2005) and this, in turn, frequently leads to some form of minor game. This structure conforms to the methodology generally referred to as a 'traditional skill-based approach'.

TGfU approach
The TGfU hockey approach adopted in this project was Stick2hockey (Slade, 2003). Stick2Hockey uses a games-practice-game approach. The very first instruction novices receive is how to play a modified game of hockey (roll-a-ball). This first game requires running, dodging, keeping possession and two scoring options designed to reinforce tactical aspects of hockey. Game instruction requires coaches to recognise opportunities to cue players on rules relating to restarts and tactical concepts associated with keeping possession. The design of Stick2Hockey ensures that within approximately five minutes of the start of a coaching session, novices are playing a ‘game’ of hockey that other than manipulation of the ball by the hockey stick, has all the tactical and movement elements of the game as played by experienced hockey players.

Teaching Games For Understanding

The idea behind the "Teaching Games for Understanding" model is that it provides a learner centered approach that puts the needs and abilities of the participants first over the importance of the game. Created by David Bunker and Rod Thorpe, who had identified that far to often students were leaving the education system with very little knowledge of how to play games effectively and how to transfer the technical skills back into games. This approach was intended to provide learners with an understanding of the technical and tactical skills necessary to be successful across a wide variety of games and the motivation to continue participation.

The four different categories of games that are discussed within the "Teaching Games for Understanding" model are:

1. Target
2. Striking
3. Net/Wall
4. Invasion Games

The first game category in this model is "Target Games". The main intention for "Target Games" is to send away an object to make contact with a specific stationary target in fewer attempts than the opponent. The main concept for this category of games is the sending away aspect and the skills that should be emphasized is the drive, release and deliver. Some examples of a target game could be archery, bocce ball, bowling, croquet, curling, darts, golf and pool.

The second game category described in this model is "Striking Games". The main intention for "Striking Games" is to place the ball far away from fielders in order to run all of the bases and score more runs than the opponents. The main concepts for this game are the placement of the ball in the field, decision making, covering bases and base running. Skills that should be emphasized in this game category are striking, body positioning, hand positions on bat, observation, listening, receiving, throwing, sprinting, ready position, moving sideways, and sliding. Some examples of "Striking Games" are baseball, cricket, kickball, and softball.

The third game category described in the model is "Net/Wall Games". The main intention of these type of games is to send the ball  back to the opponent so that they are unable to return it back or are forced to make and error. The only time that the ball is held, is when someone is serving. The concepts that should be inferred are spatial awareness, positioning on court, position of body, trajectory, depth and angles. The skills that are emphasized in this type of game are throwing, catching on bounce, volley, serving, receiving serve, running, stopping, changing directions, balance, footwork, hitting the ball, hitting with specific force, lob shot, drop shot, spin shots, drives, digs, control of racquet, angle of racquet, forehand and backhand. Some examples of "Net/Wall Games" are badminton, pickle-ball, tennis, volleyball, racquetball and squash.   

The fourth game category described in the model is "Invasion/Territorial Games". The main intention of this game category is to invade the opponents defending area to score a goal while at the same time, trying to protect your own goal. The concepts that should be associated with this type of game is divided up into Defensive and Offensive Concepts. Some offensive concepts are, keeping possession, penetration and invasion. Some defensive concepts are, zoning, defending players in an area, defending a specific player and transition. Skills that should be attained playing these type of games are sending, receiving, travelling, passing, dodging, change of speeds, running in different directions, footwork, peripheral vision and quick change of direction. Some examples of this type of game category are basketball, field/ice hockey, lacrosse, football, rugby, soccer and ultimate Frisbee.

A tactical problem is a game plan or tactic that does not work and will need to be changed in order to meet the specific needs of the moment. A tactical problem that could arise in a target game would be the inability to throw the bowling ball straight. Therefore, the person having difficulty will have to go back and take a look at their release tactic of the ball in order to correct the accuracy of their throw. A tactical problem in net/wall games could be the inability to overhand serve the volleyball. The individual will have to breakdown the specifics of skill and figure out which they are performing incorrectly. A tactical problem that could occur in a striking game would be the inability to hit the ball far out into the field. A person having difficulty in this would have to consider where they are hitting the ball on the bat or how their body is angled and try to figure out how they could change this problem. A tactical problem that could arise with invasion territory games is the inability to maintain ball possession on offense. The player or players having trouble with this will have to each look at individual tactics that could be contributing to this tactical problem.

http://media.edus.or.kr/web/vod/player.html?no=1823

이해중심게임수업과 협동학습의 통합
Dyson - 체육교육에서 협동학습에 대한 연구를 소개하고, 협동학습과 이해중심게임수업 사이의 이론적 연결점을 만들기
모형의 교수방법적 통합을 강조하고, 두 모형의 통합의 실질적인 예를 제공

Light - 코칭 관점으로 '게임 센스(Game Sense)'에 관한 통찰을 제공
게임 센스는 '공 없이 움직이는' 능력, 훈련을 게임으로 전이, 선수들의 독자적인 발달을 장점으로 가지고 있다. 반면, 약점으로는 코치 역활의 전환, '게임 센스' 훈련과정의 혼란스러움, 선수의 발달에 소요되는 오랜 시간

Coaching - Game Sense - Part 1
http://www.youtube.com/watch?v=dKS1pBVlzv0

This video is about Game Sense. Game Sense is an approach to coaching and teaching which uses games as a learning tool to increase the motivation of players and develop tactical and strategic thinking as well as skill development.

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