Teaching Games For Understanding Research Articles

Designing an innovative learning model for fundamental throwing and catching skills using the teaching games for understanding (tgfu) approach in elementary education

This research focuses on enhancing elementary school students' fundamental throwing and catching skills through an engaging and effective learning model grounded in the Teaching Games for Understanding (TGFU) approach. Traditional physical education methods often fail to engage students, particularly those with underdeveloped motor skills, resulting in lower participation in physical activities. This study aimed to design and validate a TGFU-based learning model specifically for fifth graders, following Borg and Gall's development process, which includes iterative testing and refinement stages. Instruments used to measure throwing and catching skills included performance assessments and observational checklists. The study involved three stages: initial testing with 20 students, main product testing with 100 students, and effectiveness testing with 36 students. Content validation reached 91%, and media expert validation was 85%, with practicality and student engagement questionnaires scoring 92.5% and 95%, respectively, in small-scale trials, and media interest reaching 96% in large-scale trials. Data normality and homogeneity were confirmed through normality (p > 0.05) and homogeneity tests (p > 0.05), indicating that the data were normally distributed and homogeneous. The paired t-test results (sig. 0.000) demonstrated a significant improvement in students' throwing and catching skills, confirming the effectiveness of the developed learning model. These findings validate the TGFU-based approach as a superior method for engaging students and enhancing their motor skills in physical education. Keywords: Physical Activity, The Teaching Games for Understanding, Learning Model, Basic Movements, Throwing, Catching.

The impact of model-based practices on sustainable physical education in Indonesia: a systematic review

Model-Based Practice (MBP) is a teaching practice that organizes pedagogical models through various sport-based physical activities thematically to solve problems related to appropriate teaching to achieve educational values. Previous systematic reviews that have been carried out cover only one model approach and there has been no systematic review until 2024 that specifically discusses the implementation of MBP in Indonesia. The systematic review aims to explore information related to MBP implementation studies in physical education (PE) teaching that have been conducted by researchers or practitioners to support sports development in Indonesia. The literature search used the Scopus database by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 10 of 1,222 articles met the criteria during the screening process and were extracted into tables including content, problem statement, methods, results, and future research. The results showed that the model used was effective in improving learning outcomes and the development was valid and feasible to use. The implementation of MBP in PE learning in Indonesia only includes three models, namely sports education (SE), cooperative learning (CL), and teaching games for understanding (TGfU) study objectives focus on one objective and do not include social learning outcomes. More studies related to the implementation of MBP are needed to improve the quality of PE teaching to support sustainable sports development in Indonesia. Future research recommended the application of the MBP concept by integrating various pedagogical models in one lesson to achieve legalized PE learning outcomes. Keywords: model-based practice, physical education teaching, quality of PE teaching, sustainable sports development

May the Force(s) be with You: The Utility of Using a Game-Based Approach to Teach Biomechanics

Many high school students fear and dislike introductory biomechanics, which can add to the challenges physical educators face in teaching and supporting their students’ learning. There is evidence that active and participative learning approaches can improve student engagement with and understanding of biomechanical concepts. This can be done by teaching the theoretical and practical components of biomechanics within a specific pedagogical approach, namely Teaching Games for Understanding (TGfU). As TGfU has been shown to significantly improve student engagement and learning in a wide variety of other related disciplines, this article provides strategies for introducing biomechanics using the TGfU pedagogy framework—which may also benefit STEM engagement and the application of STEM-related knowledge.

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Comparison of the effect of teaching games for understanding, sport education, combined and linear pedagogy on motor proficiency of children with developmental coordination disorder.

The prevalence of developmental coordination disorder (DCD) is increasing and it has been shown that the main problem of children with DCD is their low motor proficiency. Therefore, it is important to find a way to improve motor skills in these children. Thus, this study aimed to compare the effect of teaching games for understanding (TGFU), sport education (SE), combined (TGFU and SE), and linear pedagogy (LP) on motor proficiency of children with DCD. In this regard, among 7-year-old children in Turkey, 80 children were selected voluntarily and by evaluating the MABCD-2 test. These children were randomly placed in four-LP (control), SE, TGFU, and combined (SE-TGFU) groups and practiced futsal exercises for 16 sessions under the supervision of coaches specific to each method. BOT-2 short-form test was used to evaluate motor proficiency. The results of the analysis of the covariance test showed that the group effect is significant, and the results of the post hoc LSD test showed a significant difference between the LP with SE, LP with TGFU, LP with combination, SE with TGFU, SE with combination and TGFU with combination groups (p = <0.001). Based on the results of this study, the combined method is the best compared to other methods. Generally, combining games as an important activity in childhood with SE that emphasizes improving the child's self-esteem is a method that can solve the movement competence that is the main problem of DCD children and lead them to continue physical activity.

The Effect of Fundamental Motor Skill Training by “Teaching Game for Understanding” Approach on Motor and Cognitive Skills in Children With Attention-Deficit/Hyperactivity Disorder

Background and Aims Fundamental motor skills and attentional difficulties are observed in a large proportion of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to investigate the effect of a 4-week training fundamental movement with the approach of teaching games for understanding (TGfU) on motor and cognitive skills in children with ADHD. Methods The study was quasi-experimental, using a pretest-posttest design with a control group. A total of 18 students between the ages of 7 and 10 years (mean age: 8.05±1.10 y) were selected as the sample. In the pretest stage, participants performed the third edition of the test of gross motor development and attention networks test. The participants were randomly assigned to experimental and control groups. The training process consisted of 4 weeks (2 sessions of 60 minutes per week) with the approach of TGfU. After the intervention process, a posttest was taken. Data were analyzed using analysis of variance with repeated measurements and independent t test. Results The results of data analysis showed a significant difference between the experimental and control groups in motor skills (P=0.001), including locomotor (P&lt;0.001), hub skills (P=0.019), and cognitive skills (P&lt;0.001). Conclusion In general, it can be said that a 4-week training of fundamental skills with the TGfU approach can improve motor and cognitive development in ADHD children.

Investigating the effect of Teaching Games for Understanding (TGfU) models on motivation and academic learning time in physical education

Investigating the effect of Teaching Games for Understanding (TGfU) models on motivation and academic learning time in physical education

The Effects of the Teaching Games for Understanding (TGFU) Mode Adopted in A College Basketball Program

Basketball, as one of the most popular sports courses in Chinese colleges and universities, has always been taught in a traditional ball teaching method, which has caused many problems in students&amp;rsquo; learning effects, such as poor basketball tactics, weaker physical fitness and so on. Therefore, it is imperative to reform the basketball courses in colleges and universities. Accordingly, this paper is aimed to explore the effects of the Teaching Games for Understanding (TGFU) method in basketball courses on male students from the Class of 2023, a university in Shanghai, China, in terms of their basketball tactics and physical fitness. The study sampled 60 students randomly selected from 1850 students who took the optional basketball courses. The selected students were divided into two classes, either with 30 students: the experimental classes taught with the TGFU method and the control class taught with the traditional method. The data were collected from the pre-tests and post-tests of both classes and analyzed by the tool Statistic Package for Social Science (SPSS 24.0). Including the calculation of average values and standard deviation for T-test. It is found that the TGFU adopted in the basketball courses has significantly improved students&amp;rsquo; basketball tactics and physical fitness, and that this method is advised to apply in college courses for students of all grades.

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Students’ Assessment of Learning in a Volleyball Course at a University: A Mixed Methods Study

The aim of the study was to evaluate students’ assessment of their learning after a teaching period of volleyball training in a university course. The teaching was research-based and linked to relevant theories of motor learning, small-sided games (SSG), teaching games for understanding (TGfU), and motivational climate. To examine the research question, a mixed methods design was used, which included a questionnaire and reflection notes from the students. The questionnaire data constituted the basis for an analysis of the students’ reported development in their skills and knowledge in four relevant learning outcomes, while the qualitative data provided more in-depth data related to their learning. The statistical analyses showed a significant increase in the experience of skills and knowledge in all four relevant learning outcomes related to the curriculum of the course. From reporting poor or medium goal achievement prior to the course, the students, in general, reported good goal achievement after the course. The thematic analysis of the reflection notes supported these findings, in which game activities in small groups were especially identified as positive. Furthermore, the students stated that the teacher and a learning-oriented motivational climate were crucial in contributing to a positive learning environment. Some of the students reported too little instruction and feedback from the teacher during the course. The students expressed a few suggestions for changes to the content and methodology of the teaching. The study indicates that this type of research-based teaching may be important to produce a positive learning outcome for students. Our finding is consistent with previous research, which identifies which elements should be emphasized when implementing training in this subject area. As the survey only had 30 respondents and the design did not contain a control group, caution should be exercised when drawing strong conclusions from this study.

Game on! Enhancing primary physical education through a Rosenshine-inspired approach

ABSTRACT Since Bunker and Thorpe (1982. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5–8.) introduced Teaching Games for Understanding (TGfU), there has been a growing recognition of advocating approaches to pedagogy that addresses participant learning with games-based approaches (GBA) advocated. With little guidance of how to apply these approaches in practice, more support is needed for practitioners (Vinson, D., & Parker, A. (2019). Vygotsky and sports coaching: Non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education, 10(1), 91–106. https://doi.org/10.1080/25742981.2018.1555003). This is pertinent in primary where teachers are challenged with teaching a variety of subjects and can struggle to adapt their good classroom practice to Physical Education (PE) (Morgan, K., Bryant, A., Edwards, L., & Mitchell-Williams, E. (2019). Transferring primary generalists' positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy, 24(1), 43–58. https://doi.org/10.1080/17408989.2018.1533543). A criticism has been teachers lack of training and low confidence levels in being able to deliver high quality PE (Clohessy, L., Bowles, R., & Chroinin, D. N. (2020). Playing to our strengths: Generalist teachers' experiences of class swapping for primary physical education. European Physical Education Review, 26(2), 571–586. https://doi.org/10.1177/1356336X19877195). It is imperative that primary practitioners are given more support in applying PE specific pedagogies. Rosenshine's (2012. Principles of instruction - research-based strategies that all teachers should know. American Educator, 36(1), 12–39.) principles of instruction has gained traction in recent years to inform elements of Initial Teacher Training. It provides guidance on effective teaching; however, the examples are classroom focused, limiting application in PE. This paper explores Rosenshine's principles, provides suggestions of employing GBA, before presenting a conclusion that summarises the paper and provides suggestions for future exploration. The intention is to support trained and trainee primary teachers in developing their PE pedagogy.

The Influence of Direct Instruction (Di), Teaching Games for Understanding (TGFU) and Motivation on Learning Outcomes of Volleyball Underpass

This research aims to determine the interaction between the Direct Instruction (DI) and Teaching Games for Understanding (TGfU) learning models with learning motivation (high and low) on the learning outcomes of volleyball underpass. Experimental method with a quantitative approach in class VII. The data collection technique uses a measurement test on the learning outcomes of volleyball underpassing and uses a questionnaire to measure student motivation. Two-way ANOVA (multiple variance analysis) Tukey test analysis technique if there is an interaction. The results of data analysis show that there is a significant difference, namely the TGfU model has a higher value, namely 15.85, compared to the DI model with a value of 10.55 in learning outcomes for volleyball bottom passing. The research conclusion is that there is an interaction and difference in influence between the DI and TGfU models with learning motivation on the learning outcomes of volleyball underpassing, and there is a difference in influence between students who have high and low learning motivation on learning outcomes for volleyball underpassing.

MELATIH KEMAMPUAN BERPIKIR KRITIS DENGAN METODE TEACHING GAMES fOR UNDERSTANDING (TGfU) MATA PELAJARAN PENJASORKES SISWA SEKOLAH MENENGAH PERTAMA (SMP) DI KOTA PONTIANAK

The aim of this research is to train critical thinking skills using the teaching games for understanding (TGfU) method for physical education subjects for students in junior high school physical education subjects in Pontianak City. The research and product development model that is the basis for this research is the Dick &amp; Carey instructional design model. The population in this research are students in junior high school physical education subjects in Pontianak City. The researcher's sampling technique that will be used is total sampling. The data collection technique used is the observation technique. The technique used to analyze the data in this research is descriptive qualitative. Based on the results of the recapitulation of the first trial data, the key score in the Game Performance Assessment Instrument (GPAI) Test/Football Game Performance guidelines obtained at this initial stage was an average of 86 actions for each indicator, which means that effective performances often appear. This category means that students' critical thinking abilities are quite good as seen from students' decisions in playing basketball. In order to optimize students' critical thinking abilities, interactions between educators and students are needed to reflect the behavior (effects) of teaching and learning in certain conditions. In the trial phase 2, the average action of each indicator changed, based on the key score table, which means that effective performance always appears. This category means that students' critical thinking abilities are optimal as seen from the students' support in playing basketball. Based on products developed through expert tests and field tests, the Guide to training critical thinking in Physical Education subjects for Junior High School (SMP) Students in Pontianak City is suitable for use in Physical Education learning.

Reflecting on the challenges of first-person action research in sport coaching

ABSTRACT Considering the valuable but underdeveloped status of Action Research (AR) in sports coaching, this study aimed to critically reflect on the challenges of first-person AR to improve my coaching practice. This was done by implementing a Teaching Games for Understanding (TGfU) approach in a women’s volleyball team, with data being collected using reflective field notes. Results emphasised the importance of reflecting on personal reflections. This questioned the focus of my reflections and emphasised the role that emotions can play within coaching practice. It became evident that implementing an emancipatory approach to AR positively impacted my learning. Nevertheless, findings also highlighted the loneliness of such a process, suggesting the need for critical friends in the practical coaching sessions.

Teaching games for understanding (TGfU) developing gross motor skill In physical education

The purpose of this study was to identify the TGfU approach to improve gross motor skills in elementary school children. The method used in this research is experimental method. The population of this research data is third grade students of Sungai Miai 4 Banjarmasin public elementary school, totaling 22 students with a research sample of 22 students with total sampling technique. Based on the results of data analysis obtained and discussion of research, that there is an effect of TGfU approach to gross motor skills of children. Although the study showed significant improvement, environmental factors, such as school and home environment, as well as parental influence, may affect the results. This study underscores the central role of play in developing children's motor skills, in line with previous research findings. Therefore, play-focused learning can be an effective tool in supporting children's gross motor development, but it is important to be aware of other factors that influence the outcome

Intercultural education and sports: teaching kabaddi in a multicultural setting in Hong Kong

After the government of Hong Kong branded Hong Kong as “Asia’s World City,” there has been more interest in addressing the needs of multicultural education in the city. This is also the intent of this study, which discusses the impact of a sports program that involves a South Asian sport called kabaddi on intercultural competence. The program was conducted in a multicultural setting in secondary schools and social communities with participants of different ethnic backgrounds. These participants included students, school teachers and kabaddi coaches. Four schools were purposefully selected, and the data collection methods comprised interviews and participant observation. The findings of the study revealed that the program which adopted the approach of teaching games for understanding (TGfU) could enhance the intercultural competence of both Chinese and South Asian students. The students gained new knowledge about heritage/minority cultures, learned to appreciate them, and developed bonding and bridging social capital. The implications of this study validate the feasibility and merit of integrating intercultural education into physical education. However, it is important to identify the ethnic composition and relations of the participants and devise a suitable pedagogy and curriculum when implementing the program for optimal results.

Teaching Games for Understanding (TGfU) Learning Model on Improving Learning Outcomes of Volleyball Material

The purpose of the study was to determine: (1) the effect of TGfU learning model on improving volleyball learning outcomes and (2) the difference in volleyball learning outcomes between the experimental group and the control group. The method uses an experiment with a "pre-test post-test control group design". The sampling technique is simple random sampling, totaling 33 students as an experimental class with TGfU learning model treatment and 34 students as a control class. The instruments used were cognitive tests and psychomotor tests. Data analysis using t test at 5% significance level. The results of the study: (1) There is a significant effect of the TGfU learning model on improving volleyball learning outcomes, the tvalue is 12.158 &gt; ttable 1.693, and the significance is 0.000 &lt;0.05. (2) There is a significant difference in volleyball learning outcomes between the experimental group and the control group, the tvalue is 9.617 &gt; ttable 1.668, and the significance is 0.000 &lt; 0.05.

A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education.

Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum.

Effect of Teaching Personal and Social Responsibility (TPSR) and Teaching Games for Understanding (TGfU) Models with Self-Efficacy on Learning Outcomes of Physical Education, Sports, and Health

This research aims to determine the differences in the effects of the Teaching Personal and Social Responsibility (TPSR) model and the Teaching Games for Understanding (TGfU) model on self-efficacy and learning outcomes in Physical Education and Health. The research utilizes an experimental method with a 2x2 factorial research design. The research sample consists of X, XI, and XII grade students from UPT SMA Negeri 4 Parepare. The learning material during the experiment focuses on Volleyball Game. Data collection for this research employs questionnaires and tests. The data analysis technique used in this research is a two-way analysis of variance (ANOVA) at the significance level of a = 0.05 and a = 0.01. The results of the research indicate that: (1) The group of students taught using the TGfU teaching model has a higher average score compared to the group of students taught using the TPSR model, (2) There is no interaction between the self-efficacy variable and learning outcomes or the teaching model, and (3) There is a significant difference in the average scores of student learning outcomes between those taught using the TGfU model and the TPSR model.

The Application of TGFU Learning in Basketball Shooting Learning

Teaching Games for Understanding (TGfU) is an approach to physical education learning to introduce how children understand sports through the basic concepts of play. TGfU does not focus on learning techniques for playing sports so that learning will be more dynamic and in accordance with the child’s developmental stage. Learning physical education is not boring for children through the TGfU approach. To learn shooting techniques in basketball games at school requires the right learning model because shooting basketball exercises using the drill method in learning is boring for students. The purpose of this study was to determine the application of TGFU (Teaching Game for Understanding) learning in basketball shooting learning. The method used in this research is literature review. Here, we will describe the relation to the application of TGFU learning to shooting material in basketball games. With the results of research from various sources, it can be concluded that the application of TGFU learning has a significant effect on shooting basketball.