Introduction
Our unit of Badminton consists of four lessons. In this unit we use the teaching games for understanding approach (TGFU) focusing on a tactical perspective to improve student performance. This is done by combining tactical awareness with skill execution (Mitchell et.al, 2006, Ch 2). The TGFU approach focuses on learning the skill within the context of the game and consequently keeping students motivated. This approach is centered around inclusion and integration, whereby those of lower skill level can compete with higher skilled players in the same arena. This approach relieves the fear of playing and enables the learners to experience the whole game and not be hung up on the skill execution.
Our aim is to provide the students with the tactical framework that encourages off the ball movements, on the ball movements, on the ball skills and assessment for learning. By using the TGFU approach we incorporate mini games that both exaggerate and represent the professional version of the sport. These games are used in a series of progressions that the student passes through in order to further their understanding (Thorpe, Bunker & Almond, 1986). It is our hope that by using this approach the students remain engaged in the task and most importantly, have FUN.
We believe that in order for the students to understand, we must educate them within the three domains. It it is important to teach them “the ‘why’ of games playing performance before the ‘how’” and in doing so produce competitive players regardless of skill level (Hopper, 2002).
