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    Wantanho Stephenson
    This article discusses two models for teaching games in physical education: the technical model and the tactical model. The technical model focuses on teaching skills and techniques through drills before introducing modified game situations. However, research showed this model led to inflexible players with poor decision-making. The tactical model, also called the understanding approach, emphasizes tactical awareness and decision-making from the start by modifying game rules and equipment to ensure all students can play. This model originated in the 1960s-1970s and aims for students to understand the problems and strategies of a game rather than wait to develop advanced skills. The evolution of any game in this model moves from understanding the game form to appreciating its primary and secondary rules.

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    TGFU

    Uploaded by

    Wantanho Stephenson
    400 views2 pages
    This article discusses two models for teaching games in physical education: the technical model and the tactical model. The technical model focuses on teaching skills and techniques through drills before introducing modified game situations. However, research showed this model led to inflexible players with poor decision-making. The tactical model, also called the understanding approach, emphasizes tactical awareness and decision-making from the start by modifying game rules and equipment to ensure all students can play. This model originated in the 1960s-1970s and aims for students to understand the problems and strategies of a game rather than wait to develop advanced skills. The evolution of any game in this model moves from understanding the game form to appreciating its primary and secondary rules.

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    This article discusses two models for teaching games in physical education: the technical model and the tactical model. The technical model focuses on teaching skills and techniques through drills before introducing modified game situations. However, research showed this model led to inflexible players with poor decision-making. The tactical model, also called the understanding approach, emphasizes tactical awareness and decision-making from the start by modifying game rules and equipment to ensure all students can play. This model originated in the 1960s-1970s and aims for students to understand the problems and strategies of a game rather than wait to develop advanced skills. The evolution of any game in this model moves from understanding the game form to appreciating its primary and secondary rules.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    400 views2 pages

    TGFU

    Uploaded by

    Wantanho Stephenson
    This article discusses two models for teaching games in physical education: the technical model and the tactical model. The technical model focuses on teaching skills and techniques through drills before introducing modified game situations. However, research showed this model led to inflexible players with poor decision-making. The tactical model, also called the understanding approach, emphasizes tactical awareness and decision-making from the start by modifying game rules and equipment to ensure all students can play. This model originated in the 1960s-1970s and aims for students to understand the problems and strategies of a game rather than wait to develop advanced skills. The evolution of any game in this model moves from understanding the game form to appreciating its primary and secondary rules.

    Copyright:

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    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    http://www.questia.com/googleScholar.

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    T4GCzgvcv94TK9!-775909462!-493281967?docId=5002249790

    Teaching Games for Understanding: Evolution of a Model.

    by Peter Werner , Rod Thorpe , David Bunker

    The games curriculum occupies an important place in public school physical


    education. Research suggests that 65 percent or more of the time spent in
    physical education is allotted to games (Hill, cited in Thorpe, Bunker, & Almond,
    1984). The purpose of this article is to inform teachers about current models of
    teaching games in the public schools. First, the technical model is outlined. It is
    followed by the history of an emerging model of teaching games called the
    understanding approach (which stresses the importance of the game, tactical
    awareness, and decision making, among other things). A brief literature review
    followed by a discussion of new testing instruments provides the reader insight
    into the future of games teaching in the public schools.

    The Technical Model


    Over the last decade there has been considerable debate as to how games should
    be presented to youth. The traditional model follows a series of highly structured
    lessons relying heavily on the teaching of skills and techniques. This model is
    similar to one proposed by Rink (1993), in which the first two game stages are
    concerned primarily with the development of control and combination experiences
    through extending, refining, and application tasks which lead toward skillfulness. It
    has been the belief that once skills have been mastered, the student will be in a
    position to transfer these skills into game situations. Thus at stage three a student
    typically enters modified game situations, in which the number of players, rules,
    and conditions of the game are gradually introduced (Read, 1993; Rink, 1993).
    Finally at stage four, students play games under conditions which represent the
    rules and standards of the official game. Students learn specific offensive and
    defensive tactics under direct guidance of the teacher.

    The Tactical Model


    An alternative model has been termed an understanding approach to the teaching
    of games (Bunker & Thorpe, 1982) and has evolved as observations of the
    technical model of teaching games consistently revealed: (a) a large percentage of
    children achieving little success due to the emphasis on performance, (b) skillful
    players who possess inflexible techniques and poor decision-making capacities, (c)
    performers who are dependent on the teacher/coach to make their decisions, and
    (d) a majority of youngsters who leave school knowing little about games. In
    addition, the authors noted that skills (perhaps more appropriately called
    techniques, in that they were usually practiced out of context) that were taught
    often did not transfer to the game, that children approached this phase of the
    lesson with low motivation (children are often heard to ask, "When can we play the
    game?"), and that the skills were focused at the average child.
    The history of the understanding approach to games actually dates back to the
    late 1960s and 1970s to a group at Loughborough University, England (Werner &
    Almond, 1990). This approach does not assume that tactical or strategic
    awareness in games must wait for the development of sophisticated skills. Bunker
    and Thorpe (1982) argue that if it does, some children will never be able to play
    because they will never attain the skill level required of them. These authors take
    the point of view that the task of the teacher is to present a game which children
    can enter with some of the skills already developed and that improvement can be
    achieved through understanding what the game is about. Rules and equipment
    used in games are modified to ensure that all children can play and gain insight
    into the games they play.

    Evolution of a Game
    The evolution of any game follows the model presented in figure 1 (Bunker &
    Thorpe, 1982). First, students must be capable of understanding (with guidance)
    the particular game form, and will be led to recognize the unique problems to be
    solved. It is important at this level for teachers to give careful thought to the size
    and shape of the playing surface, the number of players on a team (e.g., small
    sided 2 vs. 2, unbalanced sides 3 vs. 1), and the modified equipment to be used in
    an attempt to present students with problems involved in playing a game (e.g.,
    creating space to attack/denying space to defend).
    Gradually students should learn to appreciate the primary and secondary rules
    which shape each game. They may learn to recognize that the height of the net
    affects the pace of a game, that changing the number of fielders makes it easier or
    more difficult ...
    Read this entire Journal Article and more with a FREE trial.

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