scholarly journals Learning Forehand Service Badminton Using Teaching Games For Understanding (TGFU) Students

2021 ◽  
Vol 4 (2) ◽  
pp. 305
Author(s):  
Silvi Aryanti ◽  
Soleh Solahuddin ◽  
Samsul Azhar
Keyword(s):  
Teaching Games For Understanding

Developing Games Using a Principles-Based Approach

2011 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Peter Baggetta
Keyword(s):  
New Zealand ◽  
Transfer Learning ◽  
Learning Model ◽  
Expertise Development ◽  
Teaching Games For Understanding ◽  
Theory To Practice ◽  
Tactical Decision

The Teaching Games for Understanding (TGfU) model was first developed by Bunker and Thorpe in 1982 as a model for coaches to help players become more skillful players. Since then other versions of the model have been developed such as the tactical decision-learning model (Grehaigne, Godbout, & Bouthier, 2001) in France and the game–sense approach (Australian Sports Commission, 1991) in Australia and New Zealand. The key aspect of all the models is the design of well-structured conditioned and modified games that require players to make decisions to develop their game understanding and tactical awareness. However, both novice and experienced coaches often struggle with connecting theory to practice especially in the area of creating and developing contextualized games that actually transfer learning from training to performance in games. In order to effectively create and use games that transfer learning, coaches can use a Principles-Based approach to develop games. The Principles-Based approach removes the dichotomy of traditional drills versus games and instead combines the drills approach with a games-context approach that links principles to skills that allow for increased individual and team expertise development. This presentation will first describe a model for developing and connecting principles, policies, tactics and skills for team play. Following this the presentation will then describe how to use the principles to create contextualized games that connect practices with performance and progresses novice players toward becoming more competent performers.

scholarly journals Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

2018 ◽  
Vol 26 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Fernando Claver ◽  
Alba Práxedes ◽  
Fernando Del Villar ◽  
Stephen Harvey
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Autonomy Support ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Hybrid Teaching ◽  
The Impact ◽  
Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

scholarly journals PENGARUH METODE PEMBELAJARAN DAN MODIFIKASI SARANA PRASARANA DALAM MENINGKATKAN STRATEGI BERMAIN DAN KERJA SAMA

2015 ◽  
Vol 3 (2) ◽  
pp. 139-149
Author(s):  
Ahmad Syarif ◽  
Sri Winarni
Keyword(s):  
Teaching Methods ◽  
Sampling Technique ◽  
Learning Method ◽  
Learning Methods ◽  
Learning Skills ◽  
Cooperative Play ◽  
Teaching Games For Understanding ◽  
Significant Difference ◽  
Methods Of Learning ◽  
Collaboration Strategies

Tujuan penelitian ini untuk mengetahui perbedaan: (1) pengaruh antara metode pembelajaran TGFU dan Skill Theme terhadap peningkatan strategi bermain dan kerja sama; (2) pengaruh antara sarana dan prasarana terhadap peningkatan strategi bermain dan kerja sama, dan (3) mengetahui interaksi antara metode pembelajaran dengan sarana dan prasarana terhadap peningkatan strategi bermain dan kerja sama. Metode penelitian ini adalah eksperimen dengan rancangan faktorial 2 x 2. Populasi penelitian ini adalah siswa XI IPA SMA Negeri 1 Bandongan. Sampel dalam penelitian ini 64 siswa yang diambil dengan teknik sampel acak. Hasil penelitian ini adalah sebagai berikut: (1) ada perbedaan pengaruh yang signifikan dari metode pembelajaran TGFU dan Skill Theme terhadap peningkatan strategi bermain dan kerja sama, adapun dalam meningkatkan strategi bermain dan kerja sama metode pembelajaran skill theme dan TGFU memberikan pengaruh dalam meningkatkan strategi bermain dan kerja sama, (2) ada perbedaan pengaruh yang signifikan antara sarana dan prasarana terhadap peningkatan strategi bermain dan kerja sama, dan (3) Ada interaksi antara metode pembelajaran TGFU dan Skill Theme dengan sarana dan prasarana terhadap peningkatan strategi bermain dan kerja sama. Kata kunci: TGFU, skill theme, sarana dan prasarana, strategi bermain, kerja sama. THE EFFECTS OF LEARNING METHOD AND INFRASTRUCTURE MODIFICATIONS ON THE IMPROVEMENT OF THE LEARNING ACHIEVEMENT PLAY STRATEGY AND COOPERATION. Abstract The purpose of this study is to reveal the differences of: (1) the effect of teaching methods and learning methods of TGFU Skill Theme on the increase in playing strategy and cooperation, (2) the effect of the modification of the conventional facilities and infrastructure and the improvement of play and collaboration strategies, and (3) the interaction between learning method (TGFU and Skill Theme) and modification of conventional facilities and infrastructure on the improvement of play and cooperation strategies. This research method was an experiment with 2 x 2 factorial design. The population was year XI students of Science class of SMAN 1 Bandongan. The research sample were 64 student taken by random sampling technique. The results of this study are as follows: (1) There is a significant difference in the effect of the learning methods of teaching games for understanding and Skill Theme learning methods on the improvement strategies and cooperative play, while the improving strategies and cooperative play theme methods of learning skills and teaching games for understanding affect the improvement of play and co-operation strategies, (2) There is a significant difference between the modification and conventional infrastructure on the improvement of play and cooperation. Modification of facilities and infrastructure is more effective in increasing the plays and collaboration strategies, and (3 ) There is an interaction between learning method (teaching games for understanding and skill theme) and modification of the conventional facilities and infrastructure and the improvement of play and cooperation strategies. Keywords: TGFU, skill theme, facilities and infrastructure, strategic play, cooperation.

scholarly journals “E a gente teve que aprender a conviver”: meninas e futsal escolar

2021 ◽  
Vol 5 (1) ◽  
pp. 106-122
Author(s):  
Antonio Jorge Martins Malvar ◽  
Osmar Moreira de Souza Junior
Keyword(s):  
Elementary School ◽  
Public School ◽  
Physical Education ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Teaching Models ◽  
Palabras Clave ◽  
Teacher Researcher ◽  
Inductive Analysis

Resumo O objetivo da pesquisa foi analisar a participação das meninas de uma turma de 6º ano do Ensino Fundamental na prática do futsal nas aulas de Educação Física de uma escola pública do município de Feira de Santana-BA. Utilizamos uma unidade didática da modalidade futsal, com aplicação dos modelos de ensino dos esportes Teaching Games for Understanding (TGfU) e Sport Education, acompanhada de registros em diários de aula pelo professor-pesquisador. Após a coleta e leitura do corpus de análise, os dados foram categorizados através de uma análise indutiva, sendo que para o presente estudo apresentamos as categorias “Conquistas e superações vivenciadas pelas meninas” e “Dificuldades e desafios enfrentados pelas meninas”.Palavras-chave: Educação Física Escolar. Ensino Fundamental. Futsal. Meninas. “And we had to learn to live together”: girls and school futsal  Abstract The research objective was to analyze the participation of girls from a class of 6th grade of elementary school in futsal practice in Physical Education classes at a public school in the municipality of Feira de Santana – BA. We use a didactic unit of the futsal modality, with application of the teaching models of sports Teaching Games for Understanding (TGfU) and Sport Education, accompanied by records in class diaries by the teacher-researcher. After collecting and reading the analysis corpus, the data were categorized through an inductive analysis, and for the present study the categories “Achievements and overcoming experienced by girls” and “Difficulties and challenges faced by girls” are presented.Keywords: School Physical Education. Elementary School. Futsal. Girls. “Y tuvimos que aprender a vivir juntos”: niñas y fútbol sala en la escuela Resumen El objetivo de la investigación fue analizar la participación de niñas de una clase de 6° de primaria en la práctica de fútbol sala en las clases de Educación Física de un colegio público del municipio de Feira de Santana – BA. Usamos una unidad didáctica de la modalidad de fútbol sala, con aplicación de los modelos de enseñanza Teaching Games for Understanding (TGfU) y Sport Education, acompañada de registros en los diarios de clase del docente-investigador. Luego de recolectar y leer el corpus de análisis, los datos fueron categorizados mediante un análisis inductivo, y para el presente estudio se presentan las categorías “Logros y superaciones vividas por niñas” y “Dificultades y desafíos que enfrentan las niñas”.Palabras clave: Educación Física Escolar. Enseñanza Fundamental. Fútbol Sala. Niñas.

Sign in / Sign up

Export Citation Format

Share Document