More Teaching Games for Understanding presents current research and practice from renowned experts on TGfU. The text is a comprehensive look at this revolutionary way to teach games in PE and sport settings. TGfU empowers kids, deepens their knowledge of game tactics, helps them improve skills, and brings joy to them as they play games.
With More Teaching Games for Understanding: Volume II Moving Globally, you can learn and apply an innovative approach to teaching games that has been used around the world for 30 years in school and sport settings.
Editors Joy Butler and Linda Griffin bring the teaching games for understanding (TGfU) approach to life for you in this practical book. More Teaching Games for Understanding follows Griffin and Butler’s highly successful 2005 book, Teaching Games for Understanding. This new book is based on the Fourth International TGfU Conference held in 2008 and includes all-new chapters written by 27 world-renowned contributors representing 6 countries. The preface and foreword are written by the founders of TGfU, Rod Thorpe, David Bunker, and Len Almond. This book is not a rehash or a revision of the 2005 book; it presents all-new material on TGfU.
More Teaching Games for Understanding offers a comprehensive description of the TGfU model (sometimes referred to as the tactical games model or the games sense model). The text grounds you in the model’s latest theory, research, and practice, and it helps you understand
various models of practice for sport and games education,
worldwide perspectives on the TGfU model,
how to facilitate flow motion in games and sports, and
how to modify games to enhance learning and achieve learning objectives.
The authors use chapter-opening scenarios to draw readers in and introduce important concepts, and they provide chapter-ending summaries that help readers test their understanding of those concepts. They also offer discussion questions that function as starting points for discussion and review.
This is the most complete, current, and authoritative book on the TGfU model that you can find. The breadth, depth, and quality of the chapters afford you an insider’s look at this highly successful model, and its practical approach will help you readily put to use the knowledge gained from the highly regarded contributors.
A small sample of what you’ll learn includes how to involve students both in creating games and in assessing games to shape future performances, how to employ TGfU as a coaching methodology, how to use complexity thinking as a theory to frame the learning processes involved in TGfU, how to best use TGfU in elementary school physical education settings, and TGfU’s role in developing physical literacy in children.
More Teaching Games for Understanding supplies you with a teaching model that will empower kids, deepen their knowledge of game tactics and strategies, help them improve their skills, and bring greater joy to them as they play games.
Foreword: Revisiting the TGfU Brand Len Almond
BHF National Centre for Physical Activity and Health at Loughborough University
Preface Rod Thorpe, DUniv and David Bunker
Part I. TGfU Movement in an International Context
Introduction Joy I. Butler, EdD and Linda L. Griffin, PhD
Chapter 1. Asian-Pacific Perspectives on Analyzing TGfU Raymond Liu Yuk-kwong, PhD
Hong Kong Institute of Education
Part II. Research: Reexamination Chapter 2. TGfU: Celebrations and Cautions Judith Rink, PhD
University of South Carolina, Columbia
Chapter 3. Sport and Games Education: Models of Practice Connie S. Collier, PhD; Judy Oslin, PhD; Daniel Rodriguez, MA; and David Gutierrez, PhD
Kent State University and Universidad de Castilla la Mancha (Gutierrez)
Part III. Theory: Understanding, Learning, and Complexity Thinking
Chapter 4. Teaching Games for an Understanding of What? TGfU’s Role in the Development of Physical Literacy James Mandigo, PhD and John Corlett, PhD
Chapter 5. Feeling Flow Motion in Games and Sports Rebecca J. Lloyd, PhD and Stephen Smith, PhD
University of Ottawa and Simon Fraser University
Chapter 6. Enabling Constraints: Using Complexity Research to Structure Collective Learning Brent Davis, PhD and Dennis Sumara, PhD
University of Calgary
Chapter 7. Occasioning Moments in the Game-as-Teacher Concept: Complexity Thinking Applied to TGfU and Video Gaming Tim Hopper, PhD and Kath Sanford, EdD
University of Victoria
Chapter 8. Ecological Thinking and TGfU: Understanding Games as Complex Adaptive Systems Brian Storey, MA and Joy I. Butler, EdD
Douglas College and The University of British Columbia
Part IV. Practice: Assessment, Coaching, Elementary and Secondary Teaching
Chapter 9. Student-Involved Formative Assessment as a Cornerstone to the Construction of Game Performance Jean-François Richard, PhD
l’ Université de Moncton
Chapter 10. TGfU and Humanistic Coaching Lynn Kidman, PhD and Bennett J. Lombardo, EdD
University of Worcester and Rhode Island College
Chapter 11. TGfU as a Coaching Methodology Adriano De Souza, MA and Steve Mitchell, PhD
Illinois State University and Kent State University
Chapter 12. A Model for TGfU in Elementary-School Physical Education Inez Rovegno, PhD
University of Alabama
Chapter 13. Development of Creativity in the Scope of the TGfU Approach Daniel Memmert, PhD
German Sport University Cologne
Chapter 14. Unpacking Tactical Problems in Invasion Games: Integrating Movement Concepts Into Games Education Kath Howarth, PhD; Jennifer Fisette, EdD; Michele Sweeney, EdD; and Linda L. Griffin, PhD
State University of New York at Cortland, Kent State University, Salem State College, and University of Massachusetts
About the Contributors
Supplemental text for methods or teaching games courses at the university level. Reference for K-12 physical education teachers and for coaches.
Joy I. Butler, EdD, is an associate professor in the curriculum and pedagogy department at the University of British Columbia in Vancouver, British Columbia. She began the first International TGfU Conference in 2001, established the TGfU International Task Force in 2002 and served as its chair through 2008, consulted for the second and third TGfU conferences, and directed the 2008 conference. In addition to coediting Teaching Games for Understanding in 2005, she has coedited two other books on TGfU.
Dr. Butler serves as the coordinator of the first MEd Cohort with specialization in TGfU in Canada. She has been a keynote speaker around the world and has presented on TGfU at state, regional, national, and international levels. She also coached the Southeast England U17 girls’ basketball team for nine years, taking the team to the national finals three times.
A member of numerous educational and professional organizations, Dr. Butler enjoys field hockey, basketball, windsurfing, and training dogs in her leisure time.
Linda L. Griffin, PhD, is an associate dean and professor in the School of Education at the University of Massachusetts at Amherst. TGfU has been Dr. Griffin’s primary research interest for nearly 20 years, and she has coauthored three texts on the subject in addition to coediting Teaching Games for Understanding in 2005 with Joy Butler.
Dr. Griffin has presented internationally on TGfU on numerous occasions, and she taught and coached for 14 years in K-12 settings. She served on the planning committee for the first TGfU conference and served as chair for the Curriculum and Instruction Academy for NASPE and as Research Consortium president and chair for the AERA Special Interest Group in Physical Education. She has also served as a reviewer for various professional journals.
In her spare time, Dr. Griffin likes to bike, walk and hike with her dog, read, and enjoy the beach.