Invasion Gamesteaching Games For Understanding

Teaching Game for Understanding in Physical Education: A Theoretical Framework and Implication

Malathi Balakrishnan, Shabeshan Rengasamy, Mohd Salleh Aman

Abstract

This is an excerpt from More Teaching Games for Understanding by Joy Butler & Linda Griffin. This book is a collection of essays written by teacher educators with a passion for sharing knowledge, research, and insights about the Teaching Games for Understanding (TGfU) approach. Invasion/Territory-Type Games: Invasion/territory-type games involve controlling an object, keeping it away from opponents and moving it into a scoring position to score on a target. Games can be modified to be simple running games or to use a specified skill (kicking, throwing) (e.g., soccer, handball, ultimate Frisbee, football, basketball. Teaching Games for Understanding (TGfU; Bunker & Thorpe, 1982) was developed in the UK as an alternative to skills based games teaching. The basic premise is that if teachers can improve pupil’s understanding of game play, then performance improvement is more likely. This colorful TGfU “Invasion Games” PE poster serves as a modern visual displaying these 4 TGfU game categories in a kid friendly, easy to comprehend printable. The posters come in a Zip folder with 2 Formats- PDF and JPEG (originally set for 8 ½ by 11 sheets) but they can easily be copied on a school or store Poster-Maker to convert to a. To conclude, invasion games were an effective way of improving physical fitness in primary school children, because the results of this study indicate that this method was more effective for physical fitness than traditional school program. Keywords invasion games. teaching.effects.children.


ABSTRACT: The primary purpose of the present study was to investigate the effects of Teaching Games for Understanding (TGfU) approach to improve students’ learning outcome of tactical game performance in physical education. By applying the constructivism learning theory, the study wants to investigate whether the students learning outcome in tactical game performance can be improved with the TGfU approach. The participants in this study were 10 years old primary physical education students. The Game Performance Assessment Instrument (GPAI) was used to measure students' tactical understanding of game performance. The results of the validation studies showed that the instruments developed for the purposes of this project were valid indicators of tactical game performance. The ANCOVA results revealed that there was a significant difference between the students who were exposed to TGfU approach and students with traditional skill approach on the post-test (F [1, 69] = 248.83, p < .05). This result indicated that the experimental group with TGfU approach has significant main effects on student learning outcome compared to the traditional skill approach. The findings of this study showed that constructivism theory improved primary physical education students learning outcome in physical education.

KEY WORD: Teaching games for understanding, constructivism, tactical understanding, and primary physical education.

About the Authors:Malathi Balakrishnan is a Doctoral Candidate at the Department of Mathematics and Science Education, Faculty of Education UM (University of Malaya), Kuala Lumpur, Malaysia; Shabeshan Rengasamy, Ph.D. is a Senior Lecturer at the Department of Mathematics and Science Education, Faculty of Education UM; and Assoc. Prof. Dr. Mohd Salleh Aman is Director of Sport Centre at UM. They can be reached at: [email protected], [email protected], and [email protected]

How to cite this article? Balakrishnan, Malathi, Shabeshan Rengasamy & Mohd Salleh Aman.(2011). “Teaching Game for Understanding in Physical Education: A Theoretical Framework and Implication” in ATIKAN: Jurnal Kajian Pendidikan, Vol.1(2) Desember, pp.201-214. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, ISSN 2088-1290.

Chronicle of the article:Accepted (October 13, 2011); Revised (November 23, 2011); and Published (December 15, 2011).


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DOI: https://doi.org/10.2121/atikan-journal.v1i2.115
DOI (PDF): https://doi.org/10.2121/atikan-journal.v1i2.115.g115

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