Why was tgfu developed

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. The skills and strategies used in the PlaySport activities are applicable to several different sports. For example, if a child understands the basic concept behind keeping possession of an object in an territory game e.

In PlaySport, activities have been grouped into specific categories which represent games and sports which are similar in structure and include aspects of certain sports. For example:. To promote lifelong healthy, active living for all, it is important not to limit children and youth to game and sport activities. Many children and youth prefer activities that do not involve team play, and these can provide plenty of opportunities for fun through the development of fitness and movement skills related to control of body rhythm, movement aesthetics, creativity, sequencing, composition and stability.

The cognition-dynamics interface and performance in sport. International Journal of Sport Psychology, 31 , Ericsson, K. Acquisition of a memory skill. Science, , Fitts, P. The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47 , Human performance. Fuchs, A. The progression-regression hypotheses in perceptual-motor skill learning. Journal of Experimental Psychology, 63 2 , Gallahue, D.

Developmental physical education for today's children 3rd ed. Gentile, A. A working model of skill acquisition with application to teaching. Griffin, L. Teaching sport concepts and skills : A tactical games approach.

Champaign, IL: Human Kinetics. Hick, W. On the rate of gain of information. Quarterly Journal of Experimental Psychology, 4 , Higgins, S.

Movement as an emergent form: Its structural limits. Human Movement Science, 4 , Motor skill acquisition. Physical Therapy, 71 2 , Hodges, N. A dynamical system's approach to the examination of sport behaviour. Avante, 4 3 , Hopper, T. Learning to respond: supervising novice physical educators in an action research project. Sport, Education and Society, 2 2 , Teaching games for understanding using progressive principles of play. Hyman, R. Stimulus information as a determinant of reaction time.

Journal of Experimental Psychology, 45 , Kluka, D. Motor behavior: From learning to performance. Englewood, CO: Morton. Lee, T. Transfer-appropriate processing: A framework for conceptualizing practice effects in motor learning. Roth Eds. Amsterdam: Elsevier Science.

On the dynamics of motor learning research. Research Quarterly for Exercise and Sport, 69 4 , Magill, R. Motor learning: Concepts and applications 5 ed. Mauldon, E. Games Teaching. London: Macdonald and Evans. Mitchell, S. Tactical awareness as a developmentally appropriate focus for the teaching of games in elementary.

Physical Educator, 51 1 , p. Newell, K. Constraints on the development of coordination. Whiting Eds. Dordrecht: Martinus Nijhoff Publishers. Rink, J. Tactical and skill approaches to teaching sport and games: Introduction. Journal of teaching in physical education, 15 , Implications for practice and research.

Journal of Teaching in Physical Education, 15 , Salthouse, T. Expertise as the circumvention of human processing limitations. Smith Eds. New York: Cambridge University Press. Schmidt, R. New conceptualizations of practice: common principles in three paradigms suggest new concept for training. Psychological Science, 3 4 , Motor control and learning: A behavioral emphasis 3 ed. Motor learning and performance: A problem-based learning approach 2 ed.

Silverman, S. Is the tactical approach to teaching games better than a skills approach? Starkes, J. Skill in field hockey: The nature of the cognitive advantage. Journal of Sport Psychology, 9 , Temprado, J. Cognition in action: A dynamical approach to intentional control of coordination. Thorpe, R. Rethinking games teaching.

Turner, A. A comparative analysis of two models for teaching games technique approach and game centered tactical focus approach. Turvey, M. The following steps are elements of a Teaching Games for Understanding approach:.

The process is a cyclical one with participants continuing to adapt and change as needed for the best playing experience. Skip to main content. You are here Home » About PlaySport. Break games into their simplest format - then increase complexity. Participants are intelligent performers in games. Participants are intelligent performers in games.

Every learner is important and is involved. Participants need to know the subject matter. Territory Games in which participants invade an opponent's territory to score. 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.