Teaching Games For Understanding Research Articles

Learning informally to use teaching games for understanding

This article reports on a study of one recently qualified teacher’s employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational socialization was used to explore how childhood experiences of physical education (PE) and sport, higher education and the workplace influenced the experience of learning informally to use the model. Qualitative data are reported from interviews, lesson observations and teacher documentary evidence. Findings illustrated that informal learning during organizational socialization had developed the teacher’s use of TGfU. However, a partial understanding of the tactical problem-solving nature of games and issues around the use of social constructivist learning strategies impeded effective use of the model. It is recommended that teachers attempting to learn informally how to use TGfU effectively receive sustained external expertise and continuing support from colleagues.

TEACHING GAMES FOR UNDERSTANDING (TGFU) AS A POSITIVE AND VERSATILE APPROACH TO TEACHING ADAPTED GAMES

This paper presents a small scale research project that focuses on pre-service physical education teachers’ and sports coaches’ considerations of using Teaching Games for Understanding (TGfU) to teach games. A research design akin to action research was adopted whereby pre-service physical education teachers and sports coaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league (WRL) session utilising a TGfU approach. Data were generated through end of session whole-class reflections as well as semi-structured individual interviews undertaken with three (n = 3) participants. Post session first-author/primary practitioner reflections were also recorded. Data analysis was conducted via inductive coding procedures and revealed three themes: 1) TGfU as a positive pedagogy; 2) TGfU as a versatile approach, and 3) significance of content within a PETE programme. Implications of research findings include suggested consideration by teachers and coaches for using TGfU as a pedagogical model when teaching adapted sports as well as the possible inclusion of WRL in general physical education curricula.

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi‐structured interviews and non‐participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem‐solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.

A move to an innovative games teaching model: Style E Tactical (SET)

This paper reports on the development and testing of a hybrid model of teaching games – The Style ‘E’ Tactical (SET) Model. The SET is a combination of two pedagogical approaches: Mosston and Ashworth's Teaching Styles and Bunker and Thorpe's Teaching Games for Understanding (TGfU). To test the efficacy of this new model, the SET was compared to two other teaching models. A quasi-experimental balanced factorial design with repeat measures was employed. Data were collected from secondary school boys (n = 225) in Penang, Malaysia. Focus group interviews elicited qualitative data, which were triangulated with the observations of skills, tactical responses and knowledge of field hockey. The results of analysis revealed that the SET model achieved learning outcomes that were better than, or equal to, the results obtained from the two other teaching frameworks for most learning domains, specifically for the sport of field hockey. Further testing of this model with other sports and in other cultural contexts is recommended.

The role of perceptions of friendships and peers in learning skills in physical education

Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a relational dimension, researchers need to understand children's affective responses and how they situate their skill learning in games in relationship to their classmates.Purpose: To explore children's perceptions of collaboration, group formations, and friendships while learning a modified baseball game situated in social constructivist learning. Specifically, we focused on how children perceived the role that the social context, especially friends and classmates, plays in learning skills and strategies.Participants and setting: The children (N = 25), aged 12–13, were in their first year of secondary school and were taught in a TGfU baseball unit. They participated in eight small focus groups to talk about their experiences in a modified baseball game.Data analysis: The constant comparative method was used to collect data in which drawings were used as cues for focus group discussions about interactions with peers during their learning of skills.Findings: Three themes emerged from the analysis: peers as necessary collaborators, friends as supporters and distractors, and peers as perceived critics. The results indicated that the presence of peers shaped the experiences of these children in contradictory ways. Findings were situated within social constructivism and compared with other research focusing on game-centered approaches and the role of the affective domain in learning.

Teaching games and sport for understanding

Over 30 years ago the original teaching games for understanding (TGfU) proposition was published in a special edition of the Bulletin of Physical Education (Bunker and Thorpe, 1982). In that time TGfU has attracted significant attention from a theoretical and pedagogical perspective as an improved approach to games and sport teaching in physical education (PE). It has been particularly championed as a superior alternative to what Kirk (2010) and Metzler (2011) described as a traditional method. Recently, however, one of the TGfU authors suggested that the TGfU premise needs to be revisited in order to explore and rethink its relevance so that pedagogy in PE again becomes a central and practical issue for PE (Almond, 2010), as it has not been as well accepted by PE teachers as it has by academics. In order to review and revisit TGfU and consider its relevance to games and sport teaching in PE this paper outlines two areas of the TGfU proposition: (1) the basis for the conceptualisation of TGfU; (2) advocacy of TGfU as nuanced versions. The empirical-scientific research surrounding TGfU and student learning in PE contexts is reviewed and analysed. This comprehensive review has not been undertaken before. The data-driven research will facilitate a consideration as to how TGfU practically assists the physical educator improve games and sport teaching. The review of the research literature highlighted the inconclusive nature of the TGfU proposition and brought to attention the disparity between researcher as theory generator and teacher practitioner as theory applier. If TGfU is to have improved relevance for teachers of PE more of an emphasis needs to be placed on the normative characteristics of pedagogy that drive this practice within curricula.

Three groups of teachers' views, learning experiences, and understandings of teaching games for understanding

Background: The Physical Education (PE) curriculum has already been reformed in most countries across the world. Problem solving, lifelong learning, and health issues have become major concerns of PE curricula. With the innovation of PE curricula, a variety of teaching approaches based on the constructivism learning theory have been designed and tested. Bunker and Thorpe, in an attempt to shift from the teacher-centred and skill-based learning to a student-centred approach, initially developed teaching games for understanding (TGfU), which links tactics and skills within a game context. This approach has attracted increasing attention from researchers and PE teachers, with a large body of literature examining the attitude of PE teachers and their implementation of TGfU. However, the differences in the perspective of TGfU among pre-service teachers, cooperating teachers, and university supervisors remain unexplored. Purpose: The present study aimed to examine the views, learning experiences, and understandings of pre-service PE teachers, cooperating teachers, and university supervisors of TGfU in Hong Kong. Context: Comprehensive PE curriculum reformation programmes were conducted in Hong Kong in 2002 and 2007 to promote student generic skills. The new PE curriculum has challenged teachers to introduce new strategies that promote students' generic skills, such as TGfU. Participants and settings: Ten pre-service teachers and their mentors, including nine cooperating teachers and three university supervisors were involved in the present study, which was conducted during the teaching practicum of pre-service teachers. Data collection: A semi-structured interview was conducted with each participant. Data analysis: Interview data were analysed through deductive content analysis to identify meaningful pieces of information comprising the comprehensive text segment. Findings: Three groups of teachers have positive views on TGfU although the reason behind their positive views varies. On the other hand, the three groups of teachers had learning experience of TGfU, but the university supervisors appeared to be the most proactive group because they seek more approaches in learning TGfU. In terms of the understanding of TGfU, although the three groups of teachers demonstrated constructivist views regarding TGfU, cooperating teachers had more consideration for student skill level and skill development compared with university supervisors and pre-service teachers.

Metacognitive analysis of pre-service teacher conception of Teaching Games for Understanding (TGfU) using blogs

Previous studies have sought to ascertain Teaching Games for Understanding (TGfU) conception in pre-service teachers. This exploratory study investigated the problems outlined in the literature surrounding the development of TGfU understanding among pre-service teachers (n = 44) of the curriculum instruction model. Blog postings were analysed over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy in order to ascertain whether there are specific aspects of TGfU conception that prevent learning of deeper concepts. The study found that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm. This may limit their understanding of TGfU when they perceive that it is not antithetical to their existing paradigm but rather it represents a balanced approach to achieving the goals of skill-based instruction.

Examining the implementation of a Teaching Games for Understanding approach in junior rugby using a reflective practice design

Recent studies have highlighted the complexities of implementing Teaching Games for Understanding (TGfU) variations, such as the Tactical Games Approach (TGA), within coaching practice. The primary purpose of this study was to implement the TGA approach in a primary school junior rugby union club and to identify the issues encountered by the coach whilst planning, designing and conducting the sessions. The data were collected through personal reflection and participant interviews, and analysed using an inductive coding method to establish principal themes. The results highlighted the main challenges for the coach revolved around being less plan dependent, developing a facilitator role to support players' learning, and allowing sufficient time for players to apply the knowledge in the game. It is suggested that if TGfU or variations such as TGA are to be used in practice, coach education programmes should provide strong initial peer-based support to ensure effective implementation by coaches.

The theory of planned behaviour: predicting pre-service teachers' teaching behaviour towards a constructivist approach

The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six pre-service teachers participated in this study. Data collection consisted of documentation, systematic observation and interviews. These data were analysed using descriptive statistics and content analysis. Findings indicated that TGfU implementation by pre-service teachers is problematic. Three groups of TPB factors, including attitude (i.e. attitude towards TGfU), social norm (i.e. cooperating teachers, university supervisors, schoolteachers and pupils), and perceived behaviour control (i.e. space, class duration, equipment, TGfU conceptual understanding, technical level of pupils and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behaviour. Among these factors, perceived behaviour control was the most significant predictor.

A review of the game-centred approaches to teaching and coaching literature since 2006

Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of decision-making skills and effective decision-makers. Oslin and Mitchell also suggested recommendations for future GCA research.Purpose: The purpose of this paper was threefold: (a) to present a review of Anglophone research into GCAs building on the previous review of Oslin and Mitchell published in 2006; (b) to identify new trends in research since 2006; and (c) to investigate the extent to which the initial suggestions and future research directions suggested by Oslin and Mitchell have been addressed.Data collection: GCA literature since 2006 was searched systematically using a three-phase approach. Phase 1 included initial searches of the EBSCO database using terms associated with GCAs and their acronyms (e.g. TGfU (teaching games for understanding), GS (Game Sense), etc.). Phase 2 expanded the search adopting more generic terms from keywords located in the recent literature (e.g. teaching games, tactical development, game performance, etc.). Multiple searches through the EBSCO database were conducted, whereby key terms were cross-referenced until a saturation point was reached. Phase 3 involved removing those publications that were not empirical, peer reviewed, intervention studies or published in English.Findings: Forty-four studies on GCA implementation were identified and the methodological and substantive nature of these studies was examined. The review noted two positive trends: (a) the expansion of research which included the growth of research on GCAs in Europe and Southeast Asia and (b) an increased amount of research in the affective domain. The review found, however, that a number of key challenges remain within GCA research, which include (a) the need for improved articulation of GCA verification procedures; (b) further assessment of tactical awareness development; (c) extended inquiry about GCAs in coaching contexts; (d) more research into ‘newer’ GCAs (i.e. PP (play practice), IGCM (invasion game competence model) and TDLM (tactical decision learning model)); (e) use of longitudinal research designs; (f) inadequate length of GCA induction and training for teachers and coaches, and (g) examination of GCAs in terms of fitness and special populations.Conclusions: GCA pedagogies are of significant importance as they have the potential to promote change within current adult-centric cultures of youth sport and encourage engagement in physical activity over the life course. To meet these needs, it is recommended that GCA research undergo continued expansion with the use of research designs and data collection techniques that aid the examination of different philosophical understandings of GCAs (e.g. ethnographic, phenomenological and psycho-phenomenological). These are paramount to the exploration of ‘who the individual is’ and ‘how the learner is motivated to continue to participate’ and further permit the in-depth, contextual and ecological analysis of GCA interventions that Oslin and Mitchell recommended in their previous review.

Using the Theory of Planned Behavior to Understand the Beliefs of Chinese Teachers Concerning Teaching Games for Understanding

This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers were positively or neutrally disposed to TGfU. They were motivated to use TGfU either intrinsically by their responsibilities and satisfaction, or extrinsically by pressure to comply with how principals, professional colleagues, and students felt about the TGfU model. Furthermore, most of the participants expressed having low confidence in TGfU teaching due to the limitation of internal factors, such as inadequate game knowledge, limited TGfU conceptual understanding, and inability to modify games, and external factors, including contextual constraints, safety concern, and conflict with the current learning assessment system. The discussion of findings in relation to TPB furthers the understanding of TGfU implementation by the teachers (only nine out of 20 PE teachers adopted the TGfU model in classes). The findings also provide empirical evidence to support moral norm and affective beliefs as additional TPB predictors, as well as the influence of control beliefs on behavior and normative beliefs.

Pre-service teachers’ experiences implementing a hybrid curriculum

A hybrid Sport Education (SE) and Teaching Games for Understanding (TGfU) pedagogical model shifts responsibilities to students and enhances game play by focusing on tactical problems. The purpose of this study was to (1) examine pre-service teachers’ (PTs) perceptions teaching a SE-TGfU hybrid; and (2) identify facilitators and inhibitors that PTs experienced when implementing the model. Twenty-two PTs taught a hybrid SE-TGfU invasion games season to 162 students aged 10 to 11 years. Data included focus group interviews, critical incident reflections, daily lesson plans, and field notes. Data were analyzed using thematic analysis. Results indicate that PTs were attracted to the hybrid model due to its unique and complementary nature and perceived increased levels of student engagement in the class. However, most PTs had a surface understanding of the hybrid model and lacked the pedagogical content knowledge to make adjustments. The importance of early, field based exposure to new pedagogical models is highlighted.

‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy

Background: In the last few decades, conceptions about teaching and learning in physical education have evolved from a teacher-centred approach to a more student-centred approach where learners are encouraged to develop problem-solving skills, critical thinking and autonomy of thought. A popular model advocating this approach in physical education, Teaching Games for Understanding (TGfU), has attracted widespread attention. Although advocates of TGfU have provided some empirical and anecdotal evidence to support the ‘tactical over technical approach’ to games teaching, recent work has highlighted that to date, the question ‘Does TGfU work?’ has remained largely unanswered. Therefore, there is a need to research the intuitive assumptions about how students learn to play games and to understand how the TGfU approach might work for games teaching and learning. Purpose: The purpose of this paper is to provide insights to further our understanding of the possible processes underpinning the pedagogical principles of TGfU in games teaching. In this regard, we outline how a Nonlinear Pedagogy approach could provide a theoretical rationale to explain how the principles of TGfU might support learning design for games teaching. To achieve this aim, we examined the viability of the four key pedagogical principles of the TGfU model and highlighted the theoretical and practical implications of Nonlinear Pedagogy, considered with some empirical evidence from the motor learning literature. Findings: The theoretical ideas emanating from an ecological dynamics perspective, such as constraints manipulation, importance of maintaining information-movement coupling and harnessing movement variability, can underpin a Nonlinear Pedagogy approach. It has been proposed that research evidence from the motor learning literature can provide a suitable theoretical grounding to support the viability of the four main pedagogical principles of the TGfU model (i.e., sampling, tactical complexity, representation and exaggeration) and can contribute insights to the possible processes of TGfU in games teaching. Summary: A Nonlinear Pedagogy approach has the potential to provide researchers and physical educators with an understanding of the theoretical and practical work on TGfU, in association with its pedagogical principles. Understanding the underlying processes linked to the key pedagogical principles in learning design is critical for addressing pedagogy and curriculum concerns in physical education to enhance student learning. The ideas raised in this paper provided some rationale for the efficacy of the model, and also a platform for researchers and practitioners to more effectively engage students using the TGfU model.

Applying LEGO Mindstorms NXT in physical education and sport management

The learning of strategies and skills by students, that is, students need to improve their problem-solving abilities by participating in games, a concept based on which TGfU (Teaching Games for Understanding) was developed. Nevertheless, it was found in this study that in the implementation of TGfU, students’ learning results and their motives were not satisfactory. The reason may be that, the school is located in Pintung County in southern Taiwan, featuring tropical climate. When engaging in strategy discussion in ball games in May or June, students often appeared lackadaisical due to high temperatures. Very often, when an inquiry-based teaching method was adopted, some students demonstrated decreased learning motives because they failed to catch up with others and this could further affect the learning effect. Thus, the learning result will be influenced when students’ learning motivation and attitude are not very positive. Key words: Experiential marketing strategy, flow theory, attitude toward physical education, physical education, LEGO Mind storms NXT.

Emergent learning focused teachers and their ecological complexity worldview

Although Teaching Games for Understanding (TGfU) has gained ground, pedagogical models are sustainable only when situated in a comprehensive worldview and consistent epistemology. After considering the five values orientations offered by Jewett, Bain, and Ennis, the authors conclude that ecological integration offers a useful starting point in this regard, but taking this a step further, they offer a worldview that they call ecological complexity, woven together from social constructivism, complexity, and ecological thinking. Since the authors argue that teachers who espouse this worldview focus on emergent learning, they have coined the term emergent learning focused (ELF) teacher to describe the pedagogical approaches that might result. These encourage the spontaneous play seen in the schoolyard, playground, or village green as opposed to work in the factory. ELF teachers encourage learners to develop holistically as they construct meaning, positioning themselves in the ecosphere of which they form an integral part. The authors apply ecological complexity to Inventing Games, in which learners invent and refine games within the TGfU classifications. They argue that as learners work together to invent and develop ownership of their games, they engage in a cognitive apprenticeship that prepares them for life in the wider community. Specifically, learners develop core social and emotional learning skills in a process that the authors have termed situated ethics. As game play structures and constraints work in balance to produce disturbances, learners adapt and game play evolves. Learners learn to navigate these adaptations and evolutions by creating sustainable democratic processes. Teachers who operate from an ecological complexity worldview see all educational agents—learners, teachers, administrators, curriculum, school, community, and culture—as parts of a sustainable learning system. The authors conclude by offering the building blocks they believe might move this system closer to sustainability in games education.

Factors influencing pre-service teachers' perception of teaching games for understanding: a constructivist perspective

This study aims to examine the factors influencing pre-service Physical Education (PE) teachers’ perception of a specific constructivist approach — Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis was utilised to identify unique themes with broad aspects of influencing factors. Using Piaget's cognitive constructivism and Vygotsky's social constructivism as the theoretical frameworks, individual factors such as game knowledge, teacher beliefs, learning and teaching experience and social factors including government policy, teacher support and professional culture were identified as key influences in pre-service teachers’ perception of TGfU. Furthermore, individual and social factors interplay with each other. In conclusion, cognitive and social constructivism was identified as a useful theoretical framework for illustrating and analysing the factors influencing pre-service teachers’ perception of TGfU.

Mentoring in TGfU teaching

This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning theory. Written artefacts and interview transcripts were collected from ten pre-service teachers, nine cooperating teachers and three university supervisors. Findings indicate that although a hierarchy mentoring model is adopted by mentors to supervise the teaching of pre-service teachers, interactions occur between pre-service teachers and mentors during the mentoring process in TGfU teaching. According to the perspective of pre-service teachers, university supervisors assisted them in acquiring a better understanding and facilitating the teaching of TGfU, although some suggestions are idealistic. The mentoring from cooperating teachers did not focus on TGfU teaching due to their limited knowledge of the subject. From the perspective of mentors, the mentoring in TGfU teaching resulted in their own professional growth. Based on the findings, we suggest that situated learning theory and the mentoring model be modified and developed further.

Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience.

Developing Games Using a Principles-Based Approach

The Teaching Games for Understanding (TGfU) model was first developed by Bunker and Thorpe in 1982 as a model for coaches to help players become more skillful players. Since then other versions of the model have been developed such as the tactical decision-learning model (Grehaigne, Godbout, & Bouthier, 2001) in France and the game–sense approach (Australian Sports Commission, 1991) in Australia and New Zealand. The key aspect of all the models is the design of well-structured conditioned and modified games that require players to make decisions to develop their game understanding and tactical awareness. However, both novice and experienced coaches often struggle with connecting theory to practice especially in the area of creating and developing contextualized games that actually transfer learning from training to performance in games. In order to effectively create and use games that transfer learning, coaches can use a Principles-Based approach to develop games. The Principles-Based approach removes the dichotomy of traditional drills versus games and instead combines the drills approach with a games-context approach that links principles to skills that allow for increased individual and team expertise development. This presentation will first describe a model for developing and connecting principles, policies, tactics and skills for team play. Following this the presentation will then describe how to use the principles to create contextualized games that connect practices with performance and progresses novice players toward becoming more competent performers.