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Theory to Practice: TGFU in Invasion Games

Theory to Practice: TGFU in Invasion Games. Dr. Rock Braithwaite. Introduction. Invasion Games Team games involved in competition Object to advance ball into opponents territory to score goals/points. Possess common tactical (strategic) elements Sending & Receiving

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Theory to Practice: TGFU in Invasion Games

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  1. Theory to Practice: TGFU in Invasion Games Dr. Rock Braithwaite

  2. Introduction • Invasion Games • Team games involved in competition • Object to advance ball into opponents territory to score goals/points. • Possess common tactical (strategic) elements • Sending & Receiving • Gaining Possession AND Movement with/without ball • Shooting & Scoring (Positions) • Integral part of physical education curriculums (Capel, 2000). • Popular culture • Historical heritage • Tend to have more traditional approaches that are teacher instead of student centered.

  3. Teaching Games for Understanding (TGFU) Model

  4. Teaching Games for Understanding • Traditional Games (Skills) Approach about developing skills before playing games. • Skill (or lack there of) does NOT prevent success, conceptual understanding Prevents Success • TGFU Model • Game Form (1) • Lead-up Games • Game Appreciation (2) • Understand rules that Apply to Space and Time • Tactical Awareness (3) • Common Principles of Play

  5. Teaching Games for Understanding • TGFU Model • Decision Making (4) • What to do? • Tactical awareness • How to do it? • Best way to accomplish task • Skill Execution (5) • Production of Acquired Movement • Performance (6) • Observed Outcome • Good or Bad; Skilled or Not skilled

  6. Effective Use of TGFU Model • Small-sided Game Development and Analysis (Bunker & Thorpe, 1982) • Situated learning • Provided situations present in game where students have to make good decisions. • Greater Intensity • More Practice • Development Progressions in Decision Making • Students provide input concerning: • Game Planning • Periodic Performance Analysis • Improvement Reflections

  7. Effective Use of TGFU Model • Developing Effective Team Offensive and Defensive Strategies (Allison & Thorpe, 1997; Grehaigne et al., 1999). • Carefully guided practice conditions • Positional Formations • “Reading” the Offense and Defense • Leadership & Communication Skills • Provide opportunities for students to experience different positions • Inventive Games (Rink, 1994) • Students provided with simple to complex understanding of game modifications. • Effective Questioning Strategies (Hopper, 2002) • Teachers asks “good” questions to facilitate guided discovery learning. • Teachers plan questions ahead of time.

  8. Issues for Consideration • Less is MORE Principle • Allow time for team plans before small-sided games begin. • Stop games intermittently and ask questions. • Have teams assess progress and adjust strategies. • Developmentally Appropriate Activities • Simple to complex progressions • Mentally (Decision Making/Tactics) • Physically (Skills) • Teachers select critical and timely interventions to facilitate student understanding.

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