The Teaching Games for Understanding (TGfU) approach was developed by researchers at Loughborough University in England to tap into children’s inherent desire to play. Bunker and Thorpe (1982) developed TGfU around the concept of teaching kids games by playing games. Butler et al. (2008) identified six basic TGfU concepts:
- Teach games through games.
- Break games into their simplest format and then increase complexity.
- Participants are intelligent performers in games.
- Every learner is important and is involved.
- Participants need to know the subject matter.
- Need to match participants’ skill and challenge.
TGfU is a child-centred approach where the leader acts as a facilitator and the participants develop their own variations in order to maximize the level of challenge and fun! The following steps are elements of a TGfU 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 all the steps 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.
Recent approaches to TGfU have advocated for a thematic approach to teaching games. Rather than engaging in sport-specific units (e.g., volleyball unit, soccer unit), participants gain skills and knowledge to apply to different games and sports by playing a variety of games associated with four game categories:
- Target Games in which the participant propels an object, preferably with a high degree of accuracy, at a target. Examples of target games include bowling, disc golf, curling, horseshoes, shuffleboard, Snow Snake, and wheelchair bocce.
- Net/Wall Games in which the participant propels an object into space, trying to make it difficult for an opponent to return it. Examples of net/wall games include badminton, squash, table tennis, sitting volleyball, and Sepak Takraw.
- Striking/Fielding Games in which the participant strikes an object, so it is placed away from defenders in the field in order to score runs and to stop an opposing group from scoring runs. Examples of striking/fielding games include baseball, cricket, rounders, and softball.
- Zone Games in which participants work to control the various zones within the playing area and maintain possession of an object to score points. Examples of zone games include basketball, football, rugby, sledge hockey, and ultimate disc.
Note: In line with Truth and Reconciliation and our equity-centred strategy, Ophea refrains from using harmful colonial language. In PlaySport, Ophea uses “Zone Games” as an alternative to “Territory Games.” This aligns with our commitment to honouring the Truth and Reconciliation Commission of Canada: Calls to Action and to spark dialogue on decolonization and Canadian reconciliation.
These categories, used to group PlaySport activities, represent games and activities that are similar in structure. By exposing participants to the primary rules, fundamental skills, and tactical problems associated with each game category, they become literate in and develop an understanding and competency with the skills and tactics associated with various types of physical activities, games, and sports. For example, if a participant understands the basic concept behind maintaining possession of an object in a zone game (e.g., use short passes, shield the ball, support the participant with the ball), this will help them to play a variety of other zone games in which tactics can be applied to related games and sports (e.g., basketball, soccer, handball, lacrosse, wheelchair basketball, goalball).
Lifelong Healthy, Active Living for All: Cooperative Games and Individual Pursuits
To promote lifelong healthy, active living for all, it is important not to limit participants to game and sport-specific activities. Many participants prefer activities that do not involve pairs or small/large group play or competition. Engaging in diverse physical activities, cooperative games, and individual pursuits also provides plenty of opportunities for fun and the development of fitness and movement skills related to the control of body rhythm, movement aesthetics, creativity, sequencing, composition, stability, strategies and tactics, and/or engaging with others through games that require participants to achieve a common objective. Teachers, intramural organizers, and recreation providers are encouraged to provide participants with opportunities to engage in individual activities (e.g., dance, yoga, tai chi, qigong, gymnastics, athletics) to meet the diverse backgrounds, identities, needs, and interests of participants and maximize the fun, inclusion, participation, and success of everyone. These individual pursuits and activities further foster and promote the appreciation of movement, a sense of holistic well-being, and healthy, active living skills throughout the life course.
Consider accessing these Ophea resources for additional individual activities:
