Games for understanding - breaking new ground.

By:  Simon Armstrong

Summary by Phil Hiscock

Issues/Focus: The main problem presented by this article is the fact that there is often a  lack of understanding in children as to why they are asked to perform in  certain ways.  As a result many people complain of experiencing bad feeling  about PE in schools as children just because of a lack of tactical knowledge  that could transferred from one sport to another.  The main aim of this  article is to attempted to asses the values of Games for understanding(GFU)  from the point of view of PE teachers in London. 

Reasoning: The author attempts to asses the impact of GFU upon PE teaching.  After  sending out 15 confidential questionnaires equipped with a "guidelines on  the principles involved in games for understanding" for those unsure of the  concept 8 were returned.  The following results were: Just over half the teachers stated that a tactical approach was not currently used in their curriculum.   The majority said that TGFU had some relevance when the curriculum was  being planned.  Not one responded said that children were allowed to develop  their own games within particular activity sessions in PE.  Most respondents  spent 3/4 of their time teaching techniques to 1/4 playing games.  7 out of   8   felt that GFU was a desirable and practical part of PE.  Also these 7 of  8 said that GFU could be used in their school, possibly as a result of  reading the guidelines.  Some reported that they had heard of GFU while at  college.  All of the respondents said they used adaptive equipment as part  of their lesson. 

Assumptions: The assumption made in this article is that the teaching of games and  relative activities in schools in London have undergone very  few changes.   It was also assumed that the teachers participating in the study had not  taught games for understanding before. 

Conclusion:    After reading this article it becomes clear that Simon does not think that  children are getting enough out of physical education in schools. This is  because PE classes are generally skill based.  If the PE teachers would take a more technique or tactical approach, games could be carried on after  school.  

Personal Comments:  Suggestions of equipment adaptation presented in this article would be a very effective way of teaching.  Techniques, equipment, and playing area  suited to the children’s ability and physiological development is a way of  teaching I think is very effective.  It gets participants to get the basic  tactical concepts of the game not matter what their skill level is.