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Creative unit and lesson planning through a thematic/integrated approach to Teaching Games for Understanding (TGfU)

Journal Article


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Abstract


  • The Teaching Games for Understanding

    (TGfU) approach developed by Bunker

    and Thorpe (1982) involves a different

    approach to the traditional/technical

    model of teaching of games. The focus

    of the model is placing the student

    or athlete in a game situation where

    tactics, decision-making and problem

    solving is critical.

    The purpose of this paper is to

    explore a model for unit and lesson

    planning used for pre-service Physical

    and Health Education students at an

    Australian University as part of the

    movement studies subjects. These

    subjects included invasion, striking/

    fielding, target and net/court games.

    This paper extends Webb and Pearson's

    (2008) previous work focused on an

    integrated approach that referred to

    teachers having the ability to create

    units across sports and categories

    of games. The current research now

    also includes a thematic approach

    that according to Meldrum and

    Peters (2012) adopts themes that are

    suggestive of a range of teaching ideas

    and often integrate several topics. For

    example, a theme for invasion games

    could be 'space invaders'where the

    whole focus in the unit is on creating

    and closing down space.

    TGfU identifies four categories

    of games: net/court, invasion,

    striking/fielding and target games.

    In-service teachers need to have an

    understanding of the categories and

    have the ability to create innovative

    units of work and lessons using the

    Teaching Games for Understanding

    (TGfU) framework as well as including

    other curriculum models such as

    Creating and Designing Games (CDG)

    and Sport Education. The approach

    requires the pre-service teachers to

    acquire an understanding of games

    within and across categories. For this

    a four-phase model for pre-service

    teachers is utilised (Forrest, Webb

    and Pearson, 2006). They determine

    what makes for an effective player

    in these activities based on strategy/

    tactics, skills, rules and psychological

    factors. Similarities and differences

    are explored before deciding on a

    theme for the unit. A unit overview can

    then take place. The paper provides a

    practical example of the subcategory

    crossing the line games where three

    sports: Touch Football, Walla Rugby

    (modified game of Rugby Union

    involving a 2 handed touch, noncontested

    lineouts and scrums and

    a ball take) and Ultimate Frisbee will

    illustrate the approach with models

    such as Sport Education and Creating

    and Designing Games.

Publication Date


  • 2012

Citation


  • Webb, P. I. & Pearson, P. J. (2012). Creative unit and lesson planning through a thematic/integrated approach to Teaching Games for Understanding (TGfU). The Journal of Physical Education New Zealand, 45 (3), 17-22.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1092&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/93

Number Of Pages


  • 5

Start Page


  • 17

End Page


  • 22

Volume


  • 45

Issue


  • 3

Abstract


  • The Teaching Games for Understanding

    (TGfU) approach developed by Bunker

    and Thorpe (1982) involves a different

    approach to the traditional/technical

    model of teaching of games. The focus

    of the model is placing the student

    or athlete in a game situation where

    tactics, decision-making and problem

    solving is critical.

    The purpose of this paper is to

    explore a model for unit and lesson

    planning used for pre-service Physical

    and Health Education students at an

    Australian University as part of the

    movement studies subjects. These

    subjects included invasion, striking/

    fielding, target and net/court games.

    This paper extends Webb and Pearson's

    (2008) previous work focused on an

    integrated approach that referred to

    teachers having the ability to create

    units across sports and categories

    of games. The current research now

    also includes a thematic approach

    that according to Meldrum and

    Peters (2012) adopts themes that are

    suggestive of a range of teaching ideas

    and often integrate several topics. For

    example, a theme for invasion games

    could be 'space invaders'where the

    whole focus in the unit is on creating

    and closing down space.

    TGfU identifies four categories

    of games: net/court, invasion,

    striking/fielding and target games.

    In-service teachers need to have an

    understanding of the categories and

    have the ability to create innovative

    units of work and lessons using the

    Teaching Games for Understanding

    (TGfU) framework as well as including

    other curriculum models such as

    Creating and Designing Games (CDG)

    and Sport Education. The approach

    requires the pre-service teachers to

    acquire an understanding of games

    within and across categories. For this

    a four-phase model for pre-service

    teachers is utilised (Forrest, Webb

    and Pearson, 2006). They determine

    what makes for an effective player

    in these activities based on strategy/

    tactics, skills, rules and psychological

    factors. Similarities and differences

    are explored before deciding on a

    theme for the unit. A unit overview can

    then take place. The paper provides a

    practical example of the subcategory

    crossing the line games where three

    sports: Touch Football, Walla Rugby

    (modified game of Rugby Union

    involving a 2 handed touch, noncontested

    lineouts and scrums and

    a ball take) and Ultimate Frisbee will

    illustrate the approach with models

    such as Sport Education and Creating

    and Designing Games.

Publication Date


  • 2012

Citation


  • Webb, P. I. & Pearson, P. J. (2012). Creative unit and lesson planning through a thematic/integrated approach to Teaching Games for Understanding (TGfU). The Journal of Physical Education New Zealand, 45 (3), 17-22.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1092&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/93

Number Of Pages


  • 5

Start Page


  • 17

End Page


  • 22

Volume


  • 45

Issue


  • 3