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Drawing on situated learning and constructivism the teaching approaches that have resonated with the TGfU have focused on guided questioning and problem solving approaches. These approaches are supported by constructivist learning theories. The basic premise to good games teaching is that learners need to read tactically the situation in a game and then select and execute the appropriate skill based on their reading. Essentially skill learning is built on an understanding of when and how a technique will be used based on an awareness of the need for the technique after playing a game designed to use the technique as skill. Therefore, the WHY you need a skill is taught before HOW to do the technique of a skill. By playing a modified game "children should begin to see the need for, and relevance of, particular techniques as they are required in the game situation." (Bunker and Thorpe, 1986, p. 7). |
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| CONTENT |
STUDENT
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TEACHER | MILIEU | ||
| Learning and teaching theories |
Transfer of learning - Schema theory |
Whole-Part-Whole learning Procedural Knowledge Declarative Knowledge Conditional Knowledge |
Social Constructivism Guided Questioning |
Socially Situated Learning
Problem Solving
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| Practical Example |
Content Analysis for beach volleyball |
Video Article |
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| Benefit |
Tactical concepts and biomechanical principles of skill development transfer between games within same games category |
Students of all skill abilities are more motivated to play. Using the game as a reference to assess game performance rather than skill performance means that all students can play effectively if the game is modified appropriately | Teaching in a tactic-to-skill focus means that the teacher learns to channel the students' natural desire to play a game. By getting students to consider tactical questions the cognitive dimension of game play is emphasized and leads to more meaningful skill practice. | The teaching milieu in a tactic-to-skill focus becomes very active. Students learn to take responsibility for (1) the play of the game, (2) the challenge in the task, and (3) learning to work with each other to share the joy of a well played game. | |
| Challenge | Need to understand all games conceptually rather than a few games as a skilled player. Teaching content conceptually and progressively across games within game categories rather than teaching one discrete sport. | Students expect to play in games at the same level even though their genetic and experiential abilities are very different. How to get students to focus on playing effectively rather than winning as a measure of success? | Managing the class of children often causes teachers to focus on control and telling students what to do. Unless a teacher crates a game that all students can play, where they are challenged, management can become an issue. A teacher needs to build students ability to adapt games and play with each other effectively. | Creating the most appropriate learning environment for each student means that the teacher has to teach the students to take responsibility for their own and others learning situation. The teacher has to learn when to intervene and when to allow the students to learn to read the situation and adapt as needed. | |
