Implications for Teachers
Teaching Approaches:
When using TGfU there are three different approaches which can be implemented by teachers and coaches. They include the Full Sided approach, Small Sided Approach, and the Games for Outcomes Approach (Webb, Pearson, & Forrest, 2006). Each of these approaches can be applied to all games taught using the TGfU approach, including Target Games, Net & Court Games, Striking & Fielding and Invasion Games. These concepts are explained further in the diagram below:
When using TGfU there are three different approaches which can be implemented by teachers and coaches. They include the Full Sided approach, Small Sided Approach, and the Games for Outcomes Approach (Webb, Pearson, & Forrest, 2006). Each of these approaches can be applied to all games taught using the TGfU approach, including Target Games, Net & Court Games, Striking & Fielding and Invasion Games. These concepts are explained further in the diagram below:
Questioning:
The use of questioning is often used to enhance the teaching of games utilising the Teaching Games for Understanding (TGfU) approach (Pearson, 2008). However, for questioning to be effective, it needs to be planned and specific to the outcomes that the teacher or coach requires from the participants (Pearson, 2008).
Teaching through questioning is an instructional format in which tasks are communicated through questions that pose problems to be solved in seeking to guide student activity towards particular goals (Siedentop & Tannehill, 2000). Questions can be organised into four categories depending on the cognitive activity involved. They include recall, convergent, divergent and value questions (Siedentop & Tannehill, 2000).
The use of questioning is often used to enhance the teaching of games utilising the Teaching Games for Understanding (TGfU) approach (Pearson, 2008). However, for questioning to be effective, it needs to be planned and specific to the outcomes that the teacher or coach requires from the participants (Pearson, 2008).
Teaching through questioning is an instructional format in which tasks are communicated through questions that pose problems to be solved in seeking to guide student activity towards particular goals (Siedentop & Tannehill, 2000). Questions can be organised into four categories depending on the cognitive activity involved. They include recall, convergent, divergent and value questions (Siedentop & Tannehill, 2000).
Effective Questioning:
The use of a questioning protocol (refer to diagram below) is a key pedagogical tool in TGfU (Griffin & Butler 2005). Hence, during play or practice it is the teacher’s prime responsibility to assess the game situation and devise appropriate questioning which seeks to guide student learning. For example, teachers can formulate questions based on the questioning protocol which include: What is going wrong? Where does the problem occur? When does the problem occur? Why does the problem occur? Who owns the problem? How can it be fixed?
The use of a questioning protocol (refer to diagram below) is a key pedagogical tool in TGfU (Griffin & Butler 2005). Hence, during play or practice it is the teacher’s prime responsibility to assess the game situation and devise appropriate questioning which seeks to guide student learning. For example, teachers can formulate questions based on the questioning protocol which include: What is going wrong? Where does the problem occur? When does the problem occur? Why does the problem occur? Who owns the problem? How can it be fixed?
Mitchell, Oslin and Griffin (2006) reinforce that the quality of questions is critical and these questions should be an integral part of your planning. They propose that questions fall into three categories: