Ahmad Rodzli Hashim, PJK.

Ahmad Rodzli Hashim, PJK.

Ahmad Rodzli Hashim, PJK.

Introduction
Teaching physical & sport activities using the
sole method : technique-led method concept.
Purpose : help students aware of various
techniques needed for playing different sport
activities.
Failed because inefficiency in helping students to
develop all-round abilities & doesnt promote the
development of decision-making, creativity,
application of knowledge of sport skills to other
areas of learning.

Ahmad Rodzli Hashim, PJK.

Long
Term
Athlete
Development

Source: NCTC, Ireland

Ahmad Rodzli Hashim, PJK.

MODEL LTAD Istvan Balyi

2002

Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Stage 6:

FUNdamentals
Learning to train
Training to train
Training to compete
Training to win
Retirement/ Retainment
Ahmad Rodzli Hashim, PJK.

MODEL LTAD Istvan Balyi

2002

Chronological age
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27+

FUNdamental Stage
Learning to Train*

Training to Train Stage

Training to Compete Stage
Training to Win Stage

Ahmad Rodzli Hashim, PJK.

Phase :
FUNdamental Movement Skills
Chronological Age: Male 6-9 years & Females: 6-8 years
FUN, participation & child centred playful environment
Focus on general overall movement skills development
ABCs of Athleticism Agility, Balance, Co-ordination &
Speed
Medicine ball, Swiss ball, own body strength
games/exercises
No periodisation but semi-structured programme
Physical activity 5-6 times per week (note: definitions!)
Simple rules and ethics of sport.
Ahmad Rodzli Hashim, PJK.

Teaching Games
for Understanding
[TGfU]
Mengajar Permainan untuk
Kefahaman
[MPuK]
Ahmad Rodzli Hashim, PJK.

TGfU What?
TGfU
Games for Understanding : Rod Thorpe & David
Bunker di University Loughboroungh UK 1970an
& 1980an
Tactical Games Model : Griffin et al. 1997
Game Sense : Australian Sport Commission
1997
Play Practice : Launder 2001
Games Concept Approach : Wrigth, et al. 2001
PlaySport : Canada
Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
TGfU approach was developed by researchers at
Loughborough University in the UK to tap into
childrens inherent desire to play.
Using ideas embedded/ fixed/ set within
movement education, Bunker and Thorpe (1982)
developed the idea of TGfU - students leaving PE
programs in Britain demonstrated:

little success in games due to the emphasis on performance;

very little knowledge about games;
some supposed game skills, but in fact possessing inflexible
techniques and poor decision making capacity;
a dependence upon the coach / teacher to make decisions during
games;
little development as thinking spectators and knowing
administrators within game contexts.
Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
Although numerous versions of TGfU have
emerged since Bunker and Thorpes original
work Game Sense, Play Practice, Concept
Based Games, PlaySports : the basic premise
has remained the same kids games by playing
games.

Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
By adopting an I can approach, students take
part in representative games that are
developmentally appropriate for their current
skill level.
Once they have developed a better
understanding of the basic elements of the
game, students are better prepared and
motivated to invest the necessary time and
energy in enhancing their technical skills.
Students also develop a better understanding of
how their skills can then be transferred back
into games.
Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
With the use of tactical problems and solutions
that transcend/ greater variety of games as the
backbone of this approach, students not only
understand what they need to know to be
successful in games, but perhaps more
importantly, when and why to make certain
decisions in dynamic game contexts.
The TGfU model is meant to not only create
better and more knowledgeable game players,
but also to motivate participants while taking
part in a variety of games.
Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
Recent approaches to TGfU have advocated/
supported for a thematic approach to teaching
games. Rather than teach specific sport units
(eg. volleyball unit, soccer unit), students gain
the skills & knowledge of a variety of games
associated with four game categories:

target (curling, bowling),

striking/ fielding (cricket, baseball),
net/ wall (volleyball, tennis),
invasion (soccer, basketball).

The categories represent games that are similar in

structure.
Ahmad Rodzli Hashim, PJK.

Philosophy of Teaching Games

for Understanding
Exposing students to the primary rules,
fundamental skills, & tactical problems
associated with each games category, students
become literate in a variety of games, not just
ones chosen by the teacher.
For example, if a student understands the basic
premise behind maintaining possession of an object
in an invasion game (use short passes, shield the
ball, support the player with the ball), this will help
he/ she play a variety of invasion games where these
tactical solutions transfer between similar games.
Ahmad Rodzli Hashim, PJK.

TGfU Why?
Traditional teaching
When can we play a game
Not exploiting intrinsic motivation
Failing less and most able players
Focus on developing technique rather than
perception & decision making
People did not understand the games
Coach/ teacher dependent
Control rather than learning
Ahmad Rodzli Hashim, PJK.

Skills & Sport Development

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Traditional teaching
Focus more on the development of
The motor program TECHNIQUE
Repetition drills and more drills

too much drills will kill the young players

(Wein, 2001)

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Other reason
Fore dependent on the audience and their
need
Failure of the skill to transfer to game
Traditional approach disobeys some basic skill
acquisition principles
empowerment

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Some core thought
How do people really learn play,
observation learning, lots of practice,
Too much focus on how to rather than
how they learn?
Coach/ teacher education!!!

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Rugby (Wayne Smith All Blacks)
we have a generations of rugby players
who cannot think for themselves
Coaches do not trust the players to make
decisions for themselves and in the end
the coachs job is on the line

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Until they have a technique how can
they play a game?
Unfortunately
Techniques seem to break down under
pressure
Many of the drills used do not transfer to the
real game
Players seem to choose the wrong technique at
key moments
They are different ways
Ahmad Rodzli Hashim, PJK.

TGfU Why?
Perception
(What you see)

Actions
(What you do)
Ahmad Rodzli Hashim, PJK.

TGfU Why?
There is no one perfect TECHNIQUE
So how we learn

A person cannot learn a new skill without being

told and/ or shown by an expert?
If you try to learn something without expert help
you will ended up develop bad habits.
Errors and bad habits can only be recognized and
corrected by an expert.
There is a right technique for most activities, one
that has to be taught.
Intellectual understanding is a pre-requisite of
learning good technique.

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Traditional Coaching
Practice
10,000 hrs
How do we make them
want to practice?
Does the type of
practice make a
difference?
What should the
players be practicing?

Game Sense
Coaching
games sense is a
logical way to create
tactical understanding
and awareness,
getting the players to
make the right
decisions in various
situations

Ahmad Rodzli Hashim, PJK.

TGfU Why?
Smith on training sessions
I dont have a book of drills because every time I
go out there, I do something new. Drills develop
from the last training session and reflect what we
are trying to achieve next week.
You dont have to do what other people do. You
think of a new way, e.g. if you want to work on
your forwards picking the ball up and going
through the middle of the defence, you create
ways to spread the defence at training.
They are not even drills; they are mini-games.
Ahmad Rodzli Hashim, PJK.

Waktu Rehat!

Ahmad Rodzli Hashim, PJK.

TGfU Model
(Bunker & Thorpe 1982)

Spiral curriculum

Game

Sampling techniques

Emerging
Understanding

6. Situated
Performance

Rules, equipments,
players, boundaries

2. Game
Appreciation

Skill development

Learner

Complex control

3. Tactical
Awareness

5. Skill
Execution
4. Decision Making

Cue perception

What

How

To do?

To do?

Technique selection

Ahmad Rodzli Hashim, PJK.

TGfU Model
4 categories of games
1. Target
(curling, archery, bowling)
2. Striking/ Fielding
(cricket, softball, baseball)
3. Net/ Wall
(volleyball, squash, tennis)
4. Invasions/ Territorial
(soccer, basketball, netball)
Ahmad Rodzli Hashim, PJK.

TGfU Model
Primary 3 teach net/ wall & territorial
games concepts
Primary 4 teach net/ wall & striking/
fielding concepts
Primary 5 one game from net/ wall &
striking/ fielding, two games from
territorial games
Primary 6 one game from net/ wall &
striking/ fielding, two new games from
territorial games
Ahmad Rodzli Hashim, PJK.

TGfU Model
Sec 1 review one net/ wall & territorial
game concepts
Sec 2 review striking/ fielding &
territorial game concepts
Sec 3 review & introduce one new
game from striking/ fielding, two new
games from net/ wall & territorial game
Sec 4 review game concepts previous
introduced or new games from other
two categories
Ahmad Rodzli Hashim, PJK.

TGfU How?
Learning from a constraints-led
Perspectives (Newell, 2001)
Task

Individual

Skills

Enviroment

Performance emerges under constraints

Ahmad Rodzli Hashim, PJK.

TGfU How?
Manipulating constraints to Develop skills
Modification of learning environment
Rules, equipment, pitch size, task

Use of challenges to let players solve

problems in their own ways
Use of questions to help guide players to
effective solutions discovery learning
Developing new techniques allowing for
individual solutions
Ahmad Rodzli Hashim, PJK.

TGfU How?
Role of the Coach/ Teacher
Understand constraints on individual performers
Skills, strength, concentration, developmental stage

Manipulate information during Learners search for

solutions
Simplification vs Decomposition
Segment of performance

manipulate Task constraints during guided discovery

learning
Scenario based learning
Game centre learning
Ahmad Rodzli Hashim, PJK.

TGfU How?
Move away from the recipe book approach to
coaching/ teaching.
Develop a problem-solving approach to develop the
players game sense
TGfU is not just playing games
Manipulate the constraints
Allow the players to find solutions (discovery learning)
Ask questions that help the players to solve the
problems (guided discovery)
Create a culture where mistakes are expected, if you
arent making mistakes then you arent doing anything
(John Wooden)
Ahmad Rodzli Hashim, PJK.

TGfU How?
A constraints-led perspective leads to an
HOLISTIC approach to skill development
All practices should be transferable to
real game
Practice so that it reflects realistic
situations organized chaos
Design practice environments that allow
decision-making to emerge naturally.
Ahmad Rodzli Hashim, PJK.

TGfU - Summary
Skilled performance EMERGES as a result
of an athlete focused approach to
coaching that provides an integrated
approach to perceptual, decision making
and technical skill development.
Players love to play games
We can use this enjoyment to develop
better players
Ahmad Rodzli Hashim, PJK.

References
1.
2.
3.
4.
5.
6.
7.

Griffin L & Butler JI (2005). Teaching Games for Understanding :

Theory, Research and Practice. Human Kinetics.
Hopper. T. & Kruisselbrink D. (2003). Teaching Games for
Understanding : What does it look like and how does it influence
student skill learning and game performance?.
Renshaw. I (2001). Game Sense Coaching. Auckland University
of Technology
Slade,D.G. (2005). Theory to Practice : Stick2 Hockey. Massey
University
Quality Daily Physical Education, Vol. 6 Num. 1 : Teaching Games
for Understanding : CAHPERD
Walter Kin Yan Ho, Teaching Games for Understanding Model
Rethink from the Integrated Perspective. University of Macao
Cheatum, BA. & Hammond,AA. (2000). Physical Activities for
Improving Childrens Learning and Behavior. Human Kinetics

Ahmad Rodzli Hashim, PJK.