Traditional Model vs. Teaching Games for Understanding (TGfU)
Teaching Games for Understanding Model:
Teaching Games for Understanding places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions (Webb, Pearson, & Forrest, 2006). This differs from the traditional technique-based approach, whereby the teacher or coach directs the student’s learning by leading participants through a combination of individual drills and skills which operate outside the context of the game (Webb, Pearson, & Forrest, 2006).
Teaching Games for Understanding places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions (Webb, Pearson, & Forrest, 2006). This differs from the traditional technique-based approach, whereby the teacher or coach directs the student’s learning by leading participants through a combination of individual drills and skills which operate outside the context of the game (Webb, Pearson, & Forrest, 2006).
Teaching Games for Understanding Model
Traditional Model:
The traditional approach follows the format of warm up, skill development, modified game and actual game (Forrest, Webb, & Pearson, 2006). Thus, the underpinning philosophy of the model is that once the fundamental skills are mastered, the ability to play the game will be an osmatic like process, where students or players will be able to play the game by applying the skills practiced in the lesson and placing them into the context of the game in a meaningful way (Forrest, Webb, & Pearson, 2006).
The traditional approach follows the format of warm up, skill development, modified game and actual game (Forrest, Webb, & Pearson, 2006). Thus, the underpinning philosophy of the model is that once the fundamental skills are mastered, the ability to play the game will be an osmatic like process, where students or players will be able to play the game by applying the skills practiced in the lesson and placing them into the context of the game in a meaningful way (Forrest, Webb, & Pearson, 2006).
Traditional Model