Teaching games for understanding (TGFU) was first introduced
by Rod Thorpe and David Bunker (Thorpe & Bunker, 1982).
Whilst working with the Australia Sports Commission (ASC) in the mid-1990s, Rod Thorpe developed a coaching approach based on the TGFU model known as game sense (Light, 2006).
Unlike traditional technique-based approaches which focus on teaching the skills of a game before they can be put into practice, a game sense approach integrates skill development in the broader context of the game itself (Hooper, Butler & Storey, 2009).
Game sense contd Game sense approaches begin with simple, modified games so that the technical demands required to play the game are reduced and students are able to concentrate on the game as a whole (Light, 2006).
Games are gradually developed to become more complex, in which the need for greater skill and technique is required to be able to play the game. However, technique development is only employed when students recognise the need for it, or when a lack of skill and technique is holding up further progression of the game (Webb & Thompson, 1998).
Game sense contd
The games that are used pose tactical and strategic problems, and thus students must think about how and what they need to do to achieve the aim of the game (Webb & Pearson, 2008)
Strengths of using a game sense approach It is a learner-centred approach that places the needs and abilities of students first before the importance of the game. Therefore, such an approach allows for the inclusion and participation of all students, regardless of their technical abilities (Hooper, Butler, & Storey, 2009).
It encourages cognitive development as it places students in situations in which they need to solve problems and make decisions. Thus, aside from the development and acquisition of technical skills, a game sense approach also allows for the continual development of problem-solving, tactical and decision making skills (Webb & Pearson, 2008).
It generates a greater understanding of all aspects of the game as students are required to think about the technical and tactical aspects of the games, as opposed to just the skills required to play the game successfully (Webb & Pearson, 2008).
Strengths of using a game sense approach contd It increases the motivation of students to learn the skills that are required as they are able to do so whilst playing the game as opposed to learning skills in isolation or through drills (Webb, Pearson, & Forrest, 2009).
Students are better able to recognise the importance of certain skills as they are placed in a meaningful context as opposed to just learning the skills independently (Townsend, 2007). References Bunker, D., and Thorpe, R., (1982) A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 58.
Hooper, T., Butler, J., & Storey, B. (Eds.) (2009). TGFU simply good pedagogy: understanding a complex challenge.
Light, R. (2006). Game sense: innovation or just good coaching. Journal of Physical Education New Zealand, 39(1), 8-19.
Townsend, G. (2007). Game sense. Rugby Football union. Retrieved from http://www.rfu.com/takingpart/coach/coachresourcearchive/technicaljournalarchive/~/media/file s/2009/coaching/articles/technicaljournal/2007/2ndquarter/gtownsendgame20sense20article.as hx Webb, P. I., & Pearson, P. J. (2008). An integrated approach to teaching games for understanding (TGfU). Journal of Health, Physical Education, Recreation, and Dance, 67(1), 2833.
Webb, P., Pearson, P., & Forest, G. (2006). Teaching Games for Understanding (TGfU) in primary and secondary physical education. ICHPER International Conference. Retrieved from http://www.sportmanawatu.org.nz/images/custom/Resources/Induction%20-%20TGfU%202.pdf
Webb, P., & Thompson, C. (1998). Developing thinking players: Game sense in coaching and teaching. In, Sports Coach 1998: 1998 National Coaching and Officiating Conference, 25-28 November 1998, Melbourne Convention Centre, Victoria, Unpublished papers, Australian Coaching Council, Australian Sports Commission, 2, 610-613