Introduction
The TGfU approach emphasizes presenting the "why" behind sport performance before the "how" (Hopper, 2007). The ability to give the students the proper instruction on tactical learning while giving them skill development learning of the game at the same time. This tactical learning will then benefit students in different sports and will help benefit the students in all the different categories involved in TGfU (invasion, net/wall, target, & catching/fielding). Physical education teachers using the TGFU strategies can help students make correct tactical and strategic decisions that better equip them to playing in real games. The students can then easily transfer their tactical skills between different sports that are similar, such as soccer and basketball.
The TGfU teaching style shows how successful the tactical approach can be over the teaching technique of a skill. Berkowitz states in From Skill to Tactics (1996) using this method not only help the students improve there game skills, but they enjoy coming to class and are always involved instead of waiting in a line for there turn to perform a skill. As well teaching with the tactical approach the students learn to carry tactical problems over into other sports. This way the student would progress into another invasion sport for the next unit, so the students can use the tactical skills already taught to them.
“Critical for the teacher is the ability to build a modified game which can assist the players’ understanding.”
The TGfU approach was new to the two of us, neither of us had used it in a teaching or coaching setting prior to our grade 5 class. We were both very optimistic about trying this new approach and looked forward to it. We both highly enjoyed the TGfU style of teaching, we found it very rewarding and also enjoyable for us and our students. The ability to go to your class and know your students will have fun, leave happy, and learn all at the same time during your lesson is a positive way to teach. Over the three lessons we not only had a lot of fun with the students, we were also blown away by the remarkable development of the students game knowledge and skill. The two of us have adopted the teaching style of TGfU and are extremely excited to use it in our next lesson or class we teach in the near future.
Ways to help include Autistic Students in to your lessons:
Including all your students can be difficult at times and keeping track of who’s involved and who isn't. Our experience when teaching the grade 5 class had 29 students including two autistic students, which added on to the challenge of a large class. Over the four lesson we learned that we needed to focus more attention on the autistic students at times. We did so by giving one on one demos and visual cues to help the student understand the activities. With no previous experience of teaching autistic students we took the time to learn about how we can strengthen our teaching for next time with an autistic student. Here are a few ways that you can help your autistic students in your classroom.
- Frequent breaks
- Consistent routines
- Visual instruction
- Visual reminders
- Watch for high anxiety or sign of stress (ex: Hands on their heads, covering their ears, repetitive behaviors like rocking.
For further info :
http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html
References
Berkowitz, R. (1996). From Skill to Tactics. Joperd 67(4), 44-45.
Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport
concepts and skills : A tactical games approach. Champaign,
IL: Human Kinetics.
Heather and Leanne. Grade 8 Soccer from a TGFU Perspective.
Retrieved November 20, 2007, from
<http://www.educ.uvic.ca/Faculty/thopper/Web/452/Units%202005/Heather%20Leanne/Start%20Here.htm>
Hopper, Tim. Theory for Games Teaching.
http://www.educ.uvic.ca/Faculty/thopper/tactic/index.htm
Mitchell et al. (2006). Teaching Sport Concepts and Skills: A tactical game approach. Tactical Games Curriculum Model. Second Edition. p. 489. Champaign, IL: Human Kinetics
Physical Education Integrated Resource Packages. Grade 5. Retreived Thursday, November 22nd from http://www.bced.gov.bc.ca/irp/