Teaching Games for Understanding

(TGfU) 101
TUESDAY, JUNE 17, 2014 - 12:08

Building physical literacy—defined as the ability to move with competence in a

variety of physical activities—is at the heart of Teaching Games for
Understanding (TGfU).

The approach focuses on helping students learn fundamental movement skills,

concepts and principles that they can apply to a wide range of physical activities
rather than emphasizing specific sports skills. TGfU provides a learner-centred
approach that puts the needs and abilities of the participants first, and in doing so
increasing students’ levels of enjoyment and participation, all while providing
them with the skills they need to move confidently in a wide range of physical
activities.

TGfU was developed by researchers at Loughborough University in the United

Kingdom to tap into children’s inherent desire to play. Bunker and Thorpe (1982)
developed TGfU around the concept of teaching kids games by playing games.
Butler et al. (2008) identified six Basic

TGfU Concepts:

 Teach games through games.

 Break games into their simplest format - then increase complexity.
 Participants are intelligent performers in games.
 Every learner is important and is involved.
 Participants need to know the subject matter.
 Need to match participants’ skill and challenge.

TGfU Game Categories:

Recent approaches to TGfU have advocated for a thematic approach to teaching
games. Rather than teaching sport-specific units (e.g., volleyball unit, soccer
unit), children and youth gain skills and knowledge to apply to different sports by
playing a variety of games associated with 4 game categories:

1. Target Games in which the participant propels an object, preferably with a high
degree of accuracy, at a target.
2. Net/Wall Games in which the participant propels an object into space trying to
make it difficult for an opponent to return it.
3. Striking/Fielding Games in which the participant strikes an object so it is placed
away from defenders in the field.
4. Territory Games in which participants invade an opponent's territory to score.

These categories represent games and activities that are similar in structure. By
exposing children and youth to the primary rules, fundamental skills, and tactical
problems associated with each category, they become literate in a variety of
games, activities and sports and develop an understanding and competency of the
skills and tactics associated with playing sports.

Teaching Games for Understanding is a child-centred approach where the leader

acts as a facilitator and the participants make their own adaptations in order to
maximize the level of challenge and fun!

The following steps are elements of a Teaching Games for Understanding

approach:

 Activity Appreciation: trying out a version of the activity in a small-group

 Tactical Awareness: developing understanding of common elements of games and
tactics needed for success
 Decision-Making: learning and practising making decisions in action, in response to
different situations
 Application of Skills: identifying and practising the skills needed to improve play
 Performance: putting it all together, applying the skills, decision-making and
tactics in game situations

The process is a cyclical one with participants continuing to adapt and change as
needed for the best playing experience.
In offering choice and flexibility in how students practise and demonstrate a skill,
educators can provide the best possible chance for the greatest number of
students to succeed.

For more info on TGfU see Ophea’s Helping Ontario’s Kids Get in the Game article.

Have you used the TGfU approach in your class or program? Share below what you
did and how it was received.