History and Philosophy of TGgU

History

(who/when/where was the TGfU approach developed?)

The Teaching Games for Understanding (TGfU) approach was developed in the early 1980’s at Loughborough University in Leicestershire, UK. Itwas developed by David Bunker and Rod Thorpe upon noticing that when students left school they knew little about how to play games because they had to use their decision-making skills (Araújo, Button, Chow, Davids,Renshaw & Shuttleworth, 2007). Students were also having difficulty transferring previously learned skills over to game situations. This resulted from the focus on learning technical skills in physical education classes with little to no emphasis on strategy and game sense. In 1982 Bunker and Thorpe introduced their model for teaching to the public with their article, A model for the teaching of games in the secondary school. Since the release of this article the TGfU approach to teaching in physical education has garnered a great deal of attention internationally, with many scholars and teachers writing a large number of their own articles about this relatively new model of teaching (Mandigo, Butler, & Hopper, 2007).

Philosophy(why was the TGfU approach developed?)

Before TGfU, the common physical education philosophy was to focus on the acquisition of skills through specific sports related drills. The problem with this philosophy was that:

a)         students showed a lack of technical skill transferability between drills and game

situations
b)         students were unsuccessful at certain drills which made them feel as if they could not

participate successfully in the game

c)         students wanted to play the game rather than focus on skill acquisition drills
(Mandigo, Butler, & Hopper, 2007)

The learner-centered TGfU model was developed in order to address these issues. The

philosophy of the TGfU is to enhance physical literacy through the teaching of game-like

activities in an inclusive, non-threatening, highly motivational environment. These types of

environments can provide students' with the opportunity for an optimal learning experience. The

emphasis being on player decisions and individual readiness. The teacher/coach takes on the role

of facilitator and creator of problem situations. (Light, 2005)

TGFU is an approach which directs students toward understanding strategies about why a skill is

performed before they learn how to perform. In other words, TGFU emphasizes a deeper

understanding of tactics before teaching movement techniques (Araújo et. al, 2007). Thorpe

states that "the basic philosophy of TGFU is that a person can play games with limited

techniques and, even with limited techniques be very competitive" (Araújo et. al, 2007).

Benefits (According to research, what are the benefits to using the TGfU approach?)

Teaching Games for Understanding creates an environment where students can formulate their own opinions and answers through critical thinking and problem solving. This approach breaks games skills down into step-by-step movements that allow the students to be more successful at complicated skills. As students begin to develop their skills in a given task it can increase the amount of active participation and, “promote enjoyment for participants” (Webb & Pearson, 2008). Skills acquisition are developed within low organized or simple games, by doing so educators can remove the aspect of varied skill levels and therefor create an equal playing ground for the whole class. Many skills, technical and tactical, can be transferred from game to game. Teaching Games for Understanding allows the students to understand this transfer process and therefore can increase game competence; while at the same time, having fun learning. This model not only benefits the students, but the teacher as well. Assessment can be done more effectively by pin-pointing the specific area that needs more improvement.

The TGfU model recognizes differences in developmental levels and allows student/athletes to work at their own rate, while teachers/coaches help facilitate learning through situational experiences which allows the student/athlete to understand a games principles and concepts at a deeper level (Butler et. al., 2003. pg. 5).

Through both mental and physical engagement, TGFU promotes the overall knowledge and understanding of the game (Webb, 2008).

TGFU gives the students an opportunity to gain essential knowledge and skills, which allows them to be able to participate in a variety of games (Mandigo et. al., 2007).

References

Araújo., D, Button, C., Chow, J,I., Davids, K., Renshaw, I., & Shutleworth, R. (2007) "The Role of Nonlinear Pedagogy in Physical Education." Review of Educational Research, 77 (3), 251-78.

Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE.

Light, R. (2005) "An International Perspective on Teaching Games for Understanding." Physical Education and Sport Pedagogy, 10 (3).

Mandigo, J. , Butler, J. , & Hopper, T. (2007) What is Teaching Games for Understanding? A Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.

Webb, P., Pearson, P. (2008, January 21). An Integrated Approach to TGfU. Retrieved October 24, 2008, from

http://74.125.95.104/search?q=cache:AaG_GeR4_h8J:caef.flinders.edu.au/sie2008/Presentations/An%2520integrated%2520approach%2520to%2520TGfU.ppt+TGfU+benefits&hl=en&ct=clnk&cd=4&gl=ca,

Teaching TGfU

Teaching Implications

Teaching games for understanding allows students to learn imperative skills that can be transferred to several games, rather than just one (Butler, Hopper & Mandigo, 2007). To teach using theTeaching Games for Understandingmodel, some teaching points are in place to allow teachers to make successful games for their students. Some examples of teaching points are:

1. To provide rules for the students that will ultimately affect attributes of the game such as the number of players for the game or the type of equipment (Ellis, 1986).

2. A set of rules that the teacher presents in which the student chooses from, such as type of ball used or scoring rules (Ellis, 1986).

3. Conditions that the teacher puts in place as well as student involvement on how the conditions are met such as the area of play or “what happens if the ball hits the net” (Ellis, 1986).

4. Finally, presenting suggestions that can be in the form of a question such as how can you position your body to intercept the ball or look for open spaces (Ellis, 1986).

Clearly, it is crucial that physical educators realize the importance of teaching games for understanding and how to properly implement the strategy. This allows for increased participation and makes physical education and tactical games more enjoyable for all students. When students are taught how to understand the structure of games and movement skills, tactical understanding and skill execution can be learned, transferred and perfected (Butler et al., 2007). Educators/coaches must have a deep understanding of games both within and across categories (target, invasion, striking/fielding and net/court) (Forrest, Webb & Pearson, 2006).Student's that have been taught both the basic and advanced aspects of sport through use of a positive media , should be more likely to value an active life style.

Hopefully these teaching and learning models can help generate more interest from students and athletes to participate by having them learn through games, as opposed to simply learning about games (Butler et. al., 2003, p.1).

I could not put this any other way: "Adoption of this model will give pre-service and practicing physical education teachers a process that allows them to firstly develop an elementary and then an advanced understanding of the elements of games within and across categories and secondly allows them to develop appropriate modified games and guiding questions to provide opportunities for critical thought in games in their lessons" (Forrest et. al., 2006, p. 8).

Pedagogical Principles

Butler, Hopper and Mandigo (2007) describe that the teaching games for understanding model is a learner-based approach where the goal of the physical educator is to create physically literate students. Butler et al., (2007) highlight four pedagogical principles that are used when teaching this model:

· Sampling - This provides the students with situations to realize that skills, rules and tactical solutions can be transferred between different games. For example rolling a bowling ball and doing an underhand serve in volleyball are similar skills. Students will be able to make connections like this.

· Game Representation - This is where the educator creates developmentally appropriate game-like situations to demonstrate how to use a certain skill in a game.

· Exaggeration - This principle focuses on one particular point in a game and based on this a game is created so that the students can learn about this scenario. For example, altering the dimensions of the court in net/wall games exaggerates the importance of strategic implement placement.

· Tactical Complexity - This point demonstrates that there should be developmental progression of tactical solutions.

"A physically literate person moves with poise, economy and confidence in a wide variety of physically challenging situations, is perceptive in reading all aspects of the physical environment, anticipates movement needs of possibilities and responds appropriately with intelligence and imagination" (Whitehead, 2001)

Misinterpretation

I believe that there is a misinterpretation in the assumption that students "like" TGfU more then the old model. Being in my practicum over the first semester, I have learned that many students still prefer the old model over the TGfU model. Just food for thought...(Koleric, R.).

I am in agreeance with (Koleric, R) that there is a misinterpretation that students "like" TGfU more than the old model, however, I do believe in the overall goal of TGfU, which is aiming for increased student participation and increased understanding of games. There must be a balance between what the students like and what will benefit them most outside the classroom. If the majority of students had their way there would be months of Basketball and Floor Hockey, etc. (Johnson, H).


References
Butler, J., Hopper, T., & Mandigo, J. (2007). What is Teaching Games for Understanding? A Canadian Perspective. Physical &Health Education Journal. 7(2), 14-21.

Ellis, Margaret. Rethinking Games Teaching. England: Nene Litho, 1986. 61-65.

Forrest,G., Webb,P., and Pearson,P., (2006) Teaching Games for Understanding; A Model for Pre-service Teachers. Health, Physical Education, Recreation, Sport and Dance Journal. 1-4.

Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE.

PJM3102 - Pergerakan Asas

Assalamualaikum .......................

                  

 Model Bunker dan thorpe (1982)..

Ujian amali merupakan satu cara untuk memberi peluang kepada guru pelatih untuk mengaplikasikan kemahiran mengendalikan sesuatu permainan kanak-kanak dari pelbagai kategori. Aspek-aspek yang perlu dititikberatkan adalah seperti :

                        i.    Permainan (Game)

-       Peringkat pertama ialah permainan.

-       guru atau jurulatih harus mengetahui bahawa tahap umur pelajar haruslah bersesuaian dengan permainan yang dipilih.

-       sesuatu kemahiran itu akan bertambah seiring dengan pertumbuhan dan perkembangan individu.

-       keluasan kawasan permainan perlu diterangkan kepada pelajar

-       setiap permainan mempunyai saiz keluasan kawasan yang berbeza.

-       saiz keluasan yang tidak berubah walaupun permainan itu dimainkan oleh kanak-kanak atau orang dewasa. ( Contoh: Dalam permainan bola sepak contohnya, saiz keluasan padang tidak sama bagi kanak-kanak bawah 12 tahun berbandingkan orang dewasa. Tetapi dalam permainan badminton saiz keluasannya sama sahaja antara orang dewasa dengan kanak-kanak)

                      ii.    Kefahaman Permainan (Game Understanding)

-       Pelajar perlu mempelajari, mengetahui, memahami dan menghayati undang-undang dan peraturan-peraturan sesuatu permainan. (Contoh dalam permainan badminton. jika net digantungkan terlalu tinggi ia akan mengganggu tumpuan pemain.) 

-       Undang-undang dan peraturan-peraturan yang dipelajari akan dapat membentuk sesuatu permainan.

-       Pelajar perlu mengikut undang-undang dan peraturan-peraturan sedia ada untuk menghasilkan permainan yang betul dan menarik.

-       Pelajar perlu menghormati undang-undang dan peraturan-peraturan permainan jika tidak ia akan memberi kesan pada pemain serta taktik permainan tersebut.

                     iii.    Kesedaran Taktikal Permainan (Tactical Awarecess)

-       Pemahaman taktikal sesuatu permainan adalah sangat penting kepada semua pelajar.

-       perancangan dalam permainan tidak semestinya dapat dijalankan semasa bermain.

-       taktikal perlu diubah sesuai dengan keperluan semasa

                     iv.    Membuat Keputusan (Decision Making)

- Membuat keputusan terbahagi kepada dua bahagian iaitu apa perlu buat (what to do) dan bagaimana melakukannya (how to do it)

Apa perlu buat (What to do):

-       Dalam menentukan sebarang keputusan situasi semasa mestilah dinilai. 

-       kebolehan menyusun atur dan mengenalpasti sebarang kemungkinan adalah penting. (Contohnya, tidak ada faedah memahami penyerang berhampiran gol dan tidak semestinya memihak kepada pemain tetapi mungkin akan menyebabkan kehilangan penguasaan permainan)   

                                Bagaimanakah melakukannya (How to do):

-       Setelah mengenal pasti apa yang perlu dilakukan dan bagaimanakah ianya boleh diselesaikan, pemilihan kaedah yang sesuai dan melaksanakannya adalah kritikal.

-       Contoh, jika ada peluang yang besar untuk lakukan sesuatu tetapi masa adalah terhad maka tindakbalas yang pantas mestilah dilaksanakan.

                      v.    Pelaksanaan Kemahiran (Skill Execution)

-       Penghasilan sebenar kemahiran adalah kualiti mekanikal yang berkesan.

-       Keberkesanan pergerakan mekanikal dan kepentingannya dengan situasi sesuatu  permainan. (Contoh, seseorang pelajar boleh menghasilkan pertahanan yang cemerlang dalam permainan badminton melalui kebolehan dan kecekapannya menggunakan raket dengan berkesan dari sudut pukulan yang baik).

                     vi.    Persembahan Permainan (Game Performance)

-       Dari segi persembahan yang jitu guru atau jurulatih akan menilai sama ada seseorang pelajar itu merupakan pemain yang baik atau tidak untuk peringkat sekolah atau yang lebih tinggi.

-       Ia juga menjadi pengukur terhadap kesesuaian tindakan dan keberkesanan sesuatu teknik permainan.

Tarian poco-poco??

Dipanjangkan......

Salam...
Saya ingin berkongsi tentang sesuatu
yang menjengah fikiran saya terutama kpd warga IPGM Kampus Perempuan Melayu, Melaka..
Saya sendiri pernah mengikuti tarian ini apatah lagi sebagai biro sukan dan rekreasi di negeri mlaka mmg terkenal dgn tarian ini. (Tarian Poco-poco)
Secara jujurnya saya tidak pernah
tahu dan ambil tahu tentang tarian ini,asal-usulnya dan motif tarian ini.
Namun segalaya berubah apabila satu kiriman emel daripada sahabat membuatkan rasa tersentak.
Mari sama-sama ikuti

"Assalammualaikum.

Alhamdulillah kerana kita semua masih bernafas lagi dgn keizinanNya.
Saya ingin berkongsi dgn rakan2 semua tantang tarian pocoh2 yang
sedang hangat ditarikan oleh semua lapisan masyarakat,umumnya
masyarakat kita yg beragama islam terutama suri2 rumah dan badan2
kerajaan ketika manghadiri kursus.

Sebenarnya tarian pocoh2 ini berasal dari Filipina bukannya dari
Indon.Ia ditarikan oleh masyarakat yg berugama kristian ketika mereka
menghadiri upacara sembahyang mingguan mereka.Lihatlah sahaja
bagaimana pergerakannya, yg membentuk salib.

Mungkin kita x perasan
kerana kita suka mengikut2 sesuatu yg baru tanpa usul periksa.
Inilah cara musuh2 islam mengenakan kita sedangkan kita tahu
apabila kita melakukan sesuatu yg menyerupai sesuatu agama
maka kita dikira merestui agama itu seperti amalan yoga
yg telah difatwakan haram kerana menyerupai agama hindu.cuma
tarian pocoh2 ini belum difatwakan haram lagi.
Marilah kita sama2 fikirkan."

Masya Allah...penulis pernah terfikir dulu,kenapa tarian itu dimulakan
dari kiri?dan apa jenis senaman ini? relevankah tarian ini,yang kelihatan
seperti tidak siuman? Dengan emel ini 'terungkailah' persoalan itu semua.
Jadi,penulis menyeru kepada diri penulis dan anda semua supaya mengambil
inisiatif untuk tidak lagi 'menarikan' lagi tarian ini yang ternyata
mensyirikkan Allah tanpa kita sedar.Dan paling utama memohon keampunan
daripada Allah S.W.T atas kejahilan kita tentang perkara ini sebelum ini.

Semoga mendapat perhatian pihak berkenaan agar mengkaji secara terperinci
tentang kesahihan perkara ini,asal usul dan kesannya kepada akidah Umat
islam dan mengeluarkan fatwa tentang tarian ini,agar Umat Islam tidak
berterusan di dalam kelalaian dan 'keasyikkan' menarikan tarian ini.
WALLAHUALAM...

nukilan dari ;

                                                                                                                                   :: (~_~) qhasehdinda ::