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Meaning of Traditional

Play The traditional model of teaching games is based on the acquisition

of discrete sports skills and techniques which are then developed inthe context of specific games.

The teaching of skill and technique takes second place to thedevelopment of tactical awareness through an exploration ofprinciples of play.

We must recognize that the majority of students will not have thecapacity to become highly skilled players, but they will all have thecapacity to develop sufficient skill to play games at an enjoyablelevel.

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Much of the pleasure involved in games playing lies in makingcorrect decisions in the light of tactical awareness (Thorpe and

Bunker, 1982).

The teachers task is to create the situation where the student seeks

to develop skills which are required for him/her to perform in agiven situation. Skill acquisition is seen in the context of the learnerand the game situation - it arises from the game.

The main focus of the understanding approach to games teaching ison tactical awareness and decision making rather than on thedevelopment of skill and technique.

This provides the opportunity for all the students, irrespective ofphysical ability, to play a central role in the games lesson, thusenhancing self-esteem and a sense of personal fulfillment.

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Students are encouraged to play the game at theirown technical levelensuring a level of success andenjoyment for all.

Thorpe and Bunker (1989) explain how gamesteaching strategies of sampling, modification throughrepresentation (a simplified game), modificationthrough exaggeration (eg., a long and thin area ofplay in net/wall games) ) and games focused oncertain tactical complexity, allow children to becomeactive decision makers in their own learning.

In The Teaching Games For Understanding (TGFU),learners recursively evaluate and develop their ownperformance within game playing situations thatgradually, under the guidance of the teacher, evolvetowards the sophisticated adult games.

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The Teaching for Understanding

Model The following model, proposed by Bunker and Thorpe (1982),outlines the procedure whereby the teacher helps the student toachieve a new level of skillful performance.

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1. GAME

The lesson always commences with a game. Thestudents are presented with a game which will

probably involve small numbers of players, modifiedplaying surface area and modified equipment. It isimportant that the students are capable, withguidance, of understanding the particular game formand are capable of playing it. They are guided torecognise the unique problems to be solved inplaying the game.

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2. GAME APPRECIATION

From the outset the students should understand the rules of thegame being played. The rules should be simplified to ensure this.The imposition of certain rules will regulate the skill level and thetactics to be employed.

3. TACTICAL AWARENESS Students are introduced to the tactics of the game through the

gradual introduction of movement principles, based on simpleideas of space and time. By investigating and experimenting withthese ideas in simple games the students are encouraged toprogress to more advanced situations.

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4. MAKING APPROPRIATE DECISIONS

Proficient games players take only fractions of asecond to make decisions and they would see no valuein distinguishing between the what? and the how?. In

the understanding approach the teacher separates thequestions ofwhat to do? and how to do it? to enablethe student to recognise and attribute shortcomings indecision-making.

What to do? In deciding what to do each situation has

to be assessed and thus the ability to recognise cuesand predict possible outcomes is important. How to doit? Having decided what to do the player then has tomake a decision as to what is the best way to do it.he/she has to make the most appropriate response.

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5. SKILL EXECUTION

In the model skill execution is used to describe theactual production of the required movement, asenvisaged by the teacher. The model must be seen

in the context of the learner and must recognise thelearners limitations. The execution of the correctskill becomes important only after the learner seesthe need for that particular kind of skill. When thestudent is ready for these skills technical instruction

is given but it is always at a level commensuratewith the students current ability level.

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6. PERFORMANCE

This is the observed outcome of the previous processes measuredagainst criteria that are independent of the learner. It should be ameasure of appropriate response as well as efficiency of technique.The teacher helps the student in deciding whether a performance iscorrect or incorrect and in making decisions about how to improve it.

7. GAME

The sequential aspects of the model are critical. Satisfactorycompletion of the stages as outlined will necessitate modification ofthe game leading to a reappraisal of the requirements of the newgame. The cycle begins again.

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