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Teaching Games for Understanding (TGfU) (Principles of Teaching Games for…
Teaching Games for Understanding (TGfU)
Games in the National Curriculum
Invasion Games
A collective term applied to team games in which the objective is to attack and defend parts of the playing area with the aim of scoring more goals or points than the opposing team.
Examples
- netball, football, rugby, lacrosse, hockey, basketball.
Net/Wall Games
Characterised by players/teams scoring points by hitting an object into a court space in such a way that the opposing play/team cannot hit it back within the allowed amount of bounces.
Examples
- tennis, badminton, squash, volleyball.
Striking and Fielding Games
Involves running, throwing, catching and striking using an implement.
Examples
- rounders, cricket, baseball, softball, stoolball.
Target Games
Activities in which players send an object toward a target while avoiding any obstacles.
Examples
- croquet, golf, archery, curling, bowling.
Skill themes and movement skills - Pickup and Price (2007)
Object control (Manipulation)
Kicking
Striking
Throwing
Catching
Receiving
Rolling
Dribbling
Balance (Stability)
Coordination
Stopping
Landing
Spinning
Dodging
Stretching
Turning
Travelling (Locomotion)
Walking
Running
Sprinting
Skipping
Jumping
Gallopping
Hopping
Knowledge required to play games competently - Kirk and McPhail (2009)
Procedural knowledge
- Being able to perform with correct techniques.
Strategic knowledge
- Knowing when and where to use those techniques so they can be effective in the game.
Declarative knowledge
- Familiarity with rules, aims and terminology.
Principles of Teaching Games for Understanding (TGfU)
Open-ended questioning used to help pupils solve the problem.
Children should be given time to evaluate and reflect on how they have worked towards that problem.
The activity starts with a modified game.
Skill execution and technical performance precede the cognitive and thinking elements of the game.
The teacher sets out a tactical problem with the children.