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On this page we offer insights on the TGfU curriculum model, first introduced by Bunker and Thorpe in 1982. The first setion summarizes the model with a link to the original article. The next section demonstrates how sport governing bodies are taking up this model with an example of Tennis Canada's "Play-Practice-Play" model. In the final section we offer insights on how the model has been revised to embrace more developed insights on motor learning theory and in particular the idea of situated learning from social cognition.
Bunker, B., & Thorpe, R. (1986, originally published in 1982). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.
Summary by Tim Hopper
The key focus of the TGfU model is to offer an alternative to the typical way games are taught or coached. The authors’ observation was that lessons are “a series of highly structured lessons leaning heavily on the teaching of techniques, or at worst lessons which rely on the children themselves to sustain interest in the game” (p. 7). That results in,
a) a large percentage of children achieving little success due to the emphasis on performance, i.e. "doing"
b) the majority of school-leavers "knowing" very little about games
c) the production of supposedly "skilful" players who in fact possess inflexible techniques and poor decision making capacity
d) the development of teacher/coach dependent performers
e) the failure to develop "thinking" spectators and "knowing" administrators at a time when games (and sport) are an important form of entertainment in the leisure industry. (p. 8)
Key information in the article is the description of the 6-stage model which I have summarized below and attached to the posting:
1. Game. The first step in the model (the game) is designed to foster an understanding of game form. At this stage, based on the students’ developmental needs, the game is typically a modification of a formal game and should have a specific objective and reflect an understanding of concepts, skills, and abilities pertinent to a category of games.
2. Game appreciation. Learners develop an appreciation for how the rules, skills and strategies all influence each other. For example, if you play badminton on a long and narrow court, there is more space at the front and back of the court than at the sides. Such a configuration would encourage players to hit the birdie deep to create space at the front of the court to set up for a subsequent drop-shot at the net.
3. Tactical awareness. By participating in game-like scenarios, learners develop an understanding of important offensive and defensive tactics that assist in gaining an advantage over their opponents. For example, batting a ball behind a base runner in baseball increases the chances of advancing a runner to the next base.
4. Decision making. After developing an awareness of important tactics, learners begin to understand how to make appropriate decisions within the game context. Learners are encouraged to use the knowledge they have developed through game appreciation and tactical awareness to know when and how to execute certain tactics within the game. For example, when should you dribble the ball in soccer? In the defensive zone, it can be very dangerous, whereas in the offensive zone, it can be used to create a scoring opportunity.
5. Skill execution. Having gone through the previous four steps, learners begin to realize the importance of proper skill execution and hence will have a context from which to develop and/ or refine their current skill level. They should have realized why the skill is important, as well as how to it can be implemented in a game. In the previous badminton example, players quickly realize the need to hit an overhead clear and understand the recovery movements needed to cover the court, along with the need to be able to send the birdie short with an overhead drop. Side movement, grip, and overhead ready position all flow naturally from this awareness.
6. Game performance. The final step of the model involves applying the previous steps through performance in the modified game against criteria for judging game performance. The game can become a more advanced form of the game being played or more representative of a formal game. Instructors play a major role at this step, through the provision of feedback to the learner regarding her/his execution of the skills and reinforcement of the tactical understanding previously introduced.
Applying this idea sounds simple, but in practice it is hard shift from simply teaching skills, to getting students playing games that engage them in learning how to understand the need for skill development. However, the research shows that when done well students enjoy learning way more and do not lack skill development when not practiced in repetition drills separate from the game (Mitchell, et al., 2020). To my mind, the key is designing games that engage students either with a co-operative focus, how many in a row, or a competitive focus, where the game adapts to challenge the winning player(s).
Play-Practice-Play Approach
By Tim Hopper
Tennis Canada (2015) has embraced a play-practice-play team approach. The Figure 2 summarizes this approach in a model that highlights the flow of activities based on four aspects of the game. The focus of a tennis lesson, after a suitable warm-up, is a modified game that addresses ‘I can play points’ and emphasize a stroke and tactical idea from one of the other three categories such as ‘I can rally’, ‘I can start a point’, and ‘I can play net.’
Tennis Canada's play-practice-play approach is based on scaled-down game structures that promote action spaces for players where the (1) affordances in game design promote tactical concepts, (2) skill learning emerges concerning tactical problems, and (3) games are designed to create opportunities for optimum challenge (Hopper and Rhoades, 2022).
Video on Play-Practice-Play
The game encourages students to play different opponents and is typically set up with the players scoring points for their team. The core of this approach is promoting fun through challenging games and social interaction (Tennis Canada, 2015). Each game is designed to emphasize a tactical concept like “Move opponent around” with constraints added to game such as assigning target areas of the court to aim at. These games then lead to working on skill fundamentals like “set up” before striking the ball to be more accurate with the stroke. The fundamental skill chart offers insights on phases of a skill. For more insights refer to Hopper and Rhoades (2023).
Figure 2 Play-Practice-Play model
Figure 2 Play-Practice-Play model
Video on Practice after play
Video on Practice after play
The video focuses on developing a task progression practice based on a modified game played by the students. The game is designed to elicit a focus on a tactical concept and then a fundamental skill to address that tactical idea. In the video, tennis is used as examples to highlight different aspects of teaching using task progressions with embed skill practices.
References
Hopper, T., & Rhoades, J. (2022). Part 1 - USTA and Tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. https://doi.org/10.1080/08924562.2022.2120745
Hopper, T., & Rhoades, J. (2023). Biomechanical insights on tennis Canada’s skill fundamental phases: ecological dynamics, force generation and reading gameplay. International Tennis Federation Coaching and Sport Science Review, 32(91), 18–25. https://orcid.org/0000-0002-1347-5422
Tennis Canada. (2015). Learn to play: A tennis curriculum for the fundamental stage of development. Retrieved 27 January 2020, from https://www.tpacanada.com/resources/tennis-in-your-community/learn-to-play
Kirk, D., & Macphail, A. (2002). Teaching Games for Understanding and Situated Learning : Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21, 177–192.
Rethinking the Bunker-Thorpe Model
The revised TGfU model includes; game form, game concept, thinking strategically, cue perception, decision-making, technique selection, movement execution, skill development, situated performance (peripheral participation) and back to game form. This differs from the original TGfU model because it elaborates on the existing concepts to be more resourceful as a tool for teachers to use. By implementing structures that assist teachers, the new TGfU becomes an instructional model that can further facilitate learning.
Using a situated learning perspective when considering the Bunker–Thorpe model changes how teachers implement the phases of the TGfU to better suit the class. For example, by outlining cue perception and recognition, students will be able to understand that holding out their hand in a specific direction means to pass the ball to that side of the player. Cue perception is a linking factor to game concepts like thinking strategically, and decision-making. This also builds on the game form/learner relationship by building connections to the game and growing the students' emerging understanding.
When considering the decision-making stage of the TGfU model, a situated learning perspective allows teachers to have a model that they can easily follow. Teachers can identify things that students may be finding challenging and put emphasis on a certain stage before returning to game form. The weakness in the original TGfU model is not the application of the concepts in terms of skill development for the students, but the implementation of the model itself in relation from a teacher's perspective. When concepts can be clearly understood, methods can arise that bring out both tactical knowledge and technique/skill development.
Key Questions Addressed in The Article?
How can we create a games-based understanding model that is teacher focused and student-centered?
How well do students interact, being in a situated learning based environment?
Curated insights on on-line sources for teaching games in PE
Curated insights on on-line sources for teaching games in PE
The on-line sources shared below were review by students in the UVic EPHE 452 course for insights on how to teach games using a game centred approach first popularized by the TGfU approach. Students were given prompts to analyze the source, with a particular emphasis on how it might help them teach games using ideas advocated by TGfU to make games more accessible to more students.
Click resource to see document with hyperlinsk to source and summary.
Bellow here I am trying to make it into collapsanble groups with the information above, but the drop downs down let me put in the images and the youtube emebeded thing, so we can chat on how we want to work around this.
What is TGFu?
What is TGFu?
The key focus of the TGfU model is to offer an alternative to the typical way games are taught or coached. The authors’ observation was that lessons are “a series of highly structured lessons leaning heavily on the teaching of techniques, or at worst lessons which rely on the children themselves to sustain interest in the game” (p. 7). That results in,
a) a large percentage of children achieving little success due to the emphasis on performance, i.e. "doing"
b) the majority of school-leavers "knowing" very little about games
c) the production of supposedly "skilful" players who in fact possess inflexible techniques and poor decision making capacity
d) the development of teacher/coach dependent performers
e) the failure to develop "thinking" spectators and "knowing" administrators at a time when games (and sport) are an important form of entertainment in the leisure industry. (p. 8)
Key information in the article is the description of the 6-stage model which I have summarized below and attached to the posting:
1. Game. The first step in the model (the game) is designed to foster an understanding of game form. At this stage, based on the students’ developmental needs, the game is typically a modification of a formal game and should have a specific objective and reflect an understanding of concepts, skills, and abilities pertinent to a category of games.
2. Game appreciation. Learners develop an appreciation for how the rules, skills and strategies all influence each other. For example, if you play badminton on a long and narrow court, there is more space at the front and back of the court than at the sides. Such a configuration would encourage players to hit the birdie deep to create space at the front of the court to set up for a subsequent drop-shot at the net.
3. Tactical awareness. By participating in game-like scenarios, learners develop an understanding of important offensive and defensive tactics that assist in gaining an advantage over their opponents. For example, batting a ball behind a base runner in baseball increases the chances of advancing a runner to the next base.
4. Decision making. After developing an awareness of important tactics, learners begin to understand how to make appropriate decisions within the game context. Learners are encouraged to use the knowledge they have developed through game appreciation and tactical awareness to know when and how to execute certain tactics within the game. For example, when should you dribble the ball in soccer? In the defensive zone, it can be very dangerous, whereas in the offensive zone, it can be used to create a scoring opportunity.
5. Skill execution. Having gone through the previous four steps, learners begin to realize the importance of proper skill execution and hence will have a context from which to develop and/ or refine their current skill level. They should have realized why the skill is important, as well as how to it can be implemented in a game. In the previous badminton example, players quickly realize the need to hit an overhead clear and understand the recovery movements needed to cover the court, along with the need to be able to send the birdie short with an overhead drop. Side movement, grip, and overhead ready position all flow naturally from this awareness.
6. Game performance. The final step of the model involves applying the previous steps through performance in the modified game against criteria for judging game performance. The game can become a more advanced form of the game being played or more representative of a formal game. Instructors play a major role at this step, through the provision of feedback to the learner regarding her/his execution of the skills and reinforcement of the tactical understanding previously introduced.
Applying this idea sounds simple, but in practice it is hard shift from simply teaching skills, to getting students playing games that engage them in learning how to understand the need for skill development. However, the research shows that when done well students enjoy learning way more and do not lack skill development when not practiced in repetition drills separate from the game (Mitchell, et al., 2020). To my mind, the key is designing games that engage students either with a co-operative focus, how many in a row, or a competitive focus, where the game adapts to challenge the winning player(s).
Play Practice Play Approach
Play Practice Play Approach
Tennis Canada (2015) has embraced a play-practice-play team approach. The Figure 2 summarizes this approach in a model that highlights the flow of activities based on four aspects of the game. The focus of a tennis lesson, after a suitable warm-up, is a modified game that addresses ‘I can play points’ and emphasize a stroke and tactical idea from one of the other three categories such as ‘I can rally’, ‘I can start a point’, and ‘I can play net.’
Tennis Canada's play-practice-play approach is based on scaled-down game structures that promote action spaces for players where the (1) affordances in game design promote tactical concepts, (2) skill learning emerges concerning tactical problems, and (3) games are designed to create opportunities for optimum challenge (Hopper and Rhoades, 2022).
https://youtu.be/WbiR8Ky_lDI?list=PLcCui2nDTfRDj2TovSzahuzQlN3o1dPgY
Video on Play-Practice-Play
The game encourages students to play different opponents and is typically set up with the players scoring points for their team. The core of this approach is promoting fun through challenging games and social interaction (Tennis Canada, 2015). Each game is designed to emphasize a tactical concept like “Move opponent around” with constraints added to game such as assigning target areas of the court to aim at. These games then lead to working on skill fundamentals like “set up” before striking the ball to be more accurate with the stroke. The fundamental skill chart offers insights on phases of a skill. For more insights refer to Hopper and Rhoades (2023).
References
Hopper, T., & Rhoades, J. (2022). Part 1 - USTA and Tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. https://doi.org/10.1080/08924562.2022.2120745
Hopper, T., & Rhoades, J. (2023). Biomechanical insights on tennis Canada’s skill fundamental phases: ecological dynamics, force generation and reading gameplay. International Tennis Federation Coaching and Sport Science Review, 32(91), 18–25. https://orcid.org/0000-0002-1347-5422
Tennis Canada. (2015). Learn to play: A tennis curriculum for the fundamental stage of development. Retrieved 27 January 2020, from https://www.tpacanada.com/resources/tennis-in-your-community/learn-to-play
Figure 2 Play-Practice-Play model
Figure 2 Play-Practice-Play model
Kirk, D., & Macphail, A. (2002). Teaching Games for Understanding and Situated Learning : Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21, 177–192.
Rethinking the Bunker-Thorpe Model
The revised TGfU model includes; game form, game concept, thinking strategically, cue perception, decision-making, technique selection, movement execution, skill development, situated performance (peripheral participation) and back to game form. This differs from the original TGfU model because it elaborates on the existing concepts to be more resourceful as a tool for teachers to use. By implementing structures that assist teachers, the new TGfU becomes an instructional model that can further facilitate learning.
Using a situated learning perspective when considering the Bunker–Thorpe model changes how teachers implement the phases of the TGfU to better suit the class. For example, by outlining cue perception and recognition, students will be able to understand that holding out their hand in a specific direction means to pass the ball to that side of the player. Cue perception is a linking factor to game concepts like thinking strategically, and decision-making. This also builds on the game form/learner relationship by building connections to the game and growing the students' emerging understanding.
When considering the decision-making stage of the TGfU model, a situated learning perspective allows teachers to have a model that they can easily follow. Teachers can identify things that students may be finding challenging and put emphasis on a certain stage before returning to game form. The weakness in the original TGfU model is not the application of the concepts in terms of skill development for the students, but the implementation of the model itself in relation from a teacher's perspective. When concepts can be clearly understood, methods can arise that bring out both tactical knowledge and technique/skill development.
Key Questions Addressed in The Article?
How can we create a games-based understanding model that is teacher focused and student-centered?
How well do students interact, being in a situated learning based environment?
Curated insights on on-line sources for teaching games in PE
Curated insights on on-line sources for teaching games in PE
The on-line sources shared below were review by students in the UVic EPHE 452 course for insights on how to teach games using a game centred approach first popularized by the TGfU approach. Students were given prompts to analyze the source, with a particular emphasis on how it might help them teach games using ideas advocated by TGfU to make games more accessible to more students.
Click resource to see document with hyperlinsk to source and summary.
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