The Teaching Games for Understanding (TGFU) model, also known as the Game Sense model, focuses on developing skills in a game situation rather than isolated techniques. Previous models emphasized technique practice over tactical understanding and decision-making. TGFU lessons begin with a modified game to engage students, followed by game appreciation, tactical awareness, decision-making, and skill execution within the game context. This approach motivates learners and allows for immediate feedback to improve skills and understanding of games. The teacher modifies games, asks questions, and ensures inclusivity and teamwork.

1. TEACHING GAMES FOR UNDERSTANDING
(TGFU)
AKA. GAME SENSE MODEL
MRS JESS CHIPPENDALE – 16988819

2. TECHNIQUE VS SKILL
Technique Skill
The actual movement itself that the student is
doing.
For example;
• Swinging a bat
• Shooting the a goals in netball
• Doing a lay up
• Kicking a soccer ball
The movement when it is placed into a game
setting.
For example in a game of netball there is more
involved that just shooting in the ring. The
student must anticipate the game, catch the
ball, get ready for the shot and be aware of
defenders then aim and shoot using the
technique.
BEFORE UNDERSTANDING THE TEACHING MODELS IT IS ESSENTIAL TO KNOW
THE DIFFERENCE BETWEEN TECHNIQUES AND SKILLS.
(Australian Sport Commission, 2010)

3. PREVIOUS MODELS
• PREVIOUSLY MODELS OF TEACHING AND COACHING PHYSICAL EDUCATION FOCUSED ON TECHNIQUE OVER SKILLS.
• THESE METHODS DID NOT ALLOW FOR A LESSONS TO HAVE A COGNITIVE FOCUS BASED ON GAME PRACTICE.
• THIS MEANT MANY STUDENTS MISSED OUT ON LEARNING SKILLS SUCH AS GAME AWARENESS, GAMES STRATEGIES
AND TACTICAL UNDERSTANDING.
• THESE MODELS ALSO DIDN’T ACCOUNT FOR THE STUDENTS INDIVIDUAL LEARNING NEEDS OR THE COMPLEX NATURE
OF SPORTS GAMES.
• FOCUSED ON TECHNIQUES PRACTICE BUT NOT SKILL, TACTICAL UNDERSTANDING AND DECISION MAKING.
(TRUONG, 2018)(AUSTRALIAN SPORT COMMISSION, 2010)

4. WHAT IS TEACHING GAMES FOR UNDERSTANDING
(TGFU)?
• TGFU IS A CHANGE IN THE FOCUS ON TECHNIQUE TO A FOCUS ON TOTAL PERFORMANCE IN A
GAME SITUATION (BUNKER AND THORPE, 1982)
• THE AIM IS TO CREATE A LEARNER CENTRED APPROACH WHICH FOCUSES ON THE NEEDS AND
ABILITIES OF PARTICIPANTS INSTEAD OF THE GAME (MANDIGO ET AL, 2007)
• THE MAIN LEARNINGS OCCUR DURING MODIFIED GAMES WITH THE USE OF GUIDED QUESTIONING,
EVALUATION AND REFLECTION, RATHER THAN DIRECT INSTRUCTIONS (TRUONG, 2018).

5. TGFU VIDEO
• USE THE LINK BELOW OR CLICK ON THE IMAGE TO
WATCH A VIDEO TO GIVE YOU A BETTER UNDERSTANDING
OF THE TGFU MODEL
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=RKZABB2LG6U&
FEATURE=YOUTU.BE
(AUSTRALIAN SPORT COMMISSION, 2010)

6. THE TGFU LESSON
• 1. GAME FORM
• 2. GAME APPRECIATION
• 3. TACTICAL AWARENESS
• 4. MAKING DECISIONS: WHAT TO DO AND HOW TO DO IT
• 5. SKILL EXECUTION
• 6. PERFORMANCE
(MORRIS AND STIEHL, 1999)

7. BENEFITS
• PLAYING A GAME ENGAGES AND MOTIVATES LEARNERS FOR A NEW SKILL, WHICH HELPS THEM TO
BECOME MORE SUCCESSFUL
• MAKES LEARNING GAMES AND THE INVOLVED SKILLS MORE FUN AND MEANINGFUL
• ALLOWS FOR IMMEDIATE IMPROVEMENTS FROM SKILL REFECTION AND FEEDBACK WITHIN THE GAME,
FOR EXAMPLE DROPPING A BALL OR MISSING A GOAL
• BASED ON PROBLEM SOLVING
• ALLOWS FOR INCLUSIVITY
• CREATES BETTER GAMES TACTICIANS, WHO CAN UNDERSTAND AND RESPOND TO GAME SCENARIOS
(TRUONG, 2018)(AUSTRALIAN SPORT COMMISSION, 2010)

8. TEACHERS ROLE
• MODIFYING GAME AS NEEDED FOR INCLUSIVITY, FAIRNESS AND SKILL DEVELOPMENT
• CREATING SMALL SIDE GROUPS TO ASSIST STUDENTS WITH DIFFERENT LEVELS OF NEEDS TO DEVELOP SKILLS AND
LEARNINGS
• POSITIVE FEEDBACK
• ASKING GUIDED DISCOVERY QUESTIONS
• ALLOWING STUDENTS TO FACILITATE IN GAME IDEAS AND EVALUATE WITH FEEDBACK
• MAKE TIME FOR STUDENTS TO THINK CRITICALLY AND REFLECT
• ENSURE THERE IS TEAMWORK AND INCLUSIVITY FOR ALL STUDENTS
• ADDRESS UNFAIR PLAY OR COMMENTS AS LEARNING TOOL FOR ANTI BULLYING AND TEAMWORK
(TRUONG, 2018)(AUSTRALIAN SPORT COMMISSION, 2010)

9. REFERENCES
• AUSTRALIAN SPORT COMMISSION. (FEB 4, 2010). COACHING GAMES SENSE PART 2 [VIDEO]. AUSTRALIA,
CANBERRA. HTTPS://WWW.YOUTUBE.COM/WATCH?V=RKZABB2LG6U&FEATURE=YOUTU.BE
• BUNKER, D., & THORPE, R. (1982). A MODEL FOR THE TEACHING OF GAMES IN SECONDARY SCHOOLS. BULLETIN
OF PHYSICAL EDUCATION, 18(1), 5-8.MANDIGO, J, FRANCIS, N AND LODEWYK, K 2007, PHYSICAL LITERACY
CONCEPT PAPER: AGES 0–12 YEARS, CANADIAN SPORT CENTRES, VANCOUVER, BC,
HTTP://WWW.CANADIANSPORTFORLIFE.CA/UPLOAD/DOCS/LTAD%20DOWNLOADS%20E
EN/PHYSICAL%20LITERACY%20CONCEPT%20PAPER.PDF (ACCESSED 16 DECEMBER 2010). LECTURE
• MORRIS, D., STIEHL, J. (1999). CHANGING KID’S GAMES. HUMAN KINETICS.
• TRUONG, S. (MARCH 15, 2018). PRIMARY HPE WEEK 2: GAME SENSE; BODY EDUCATION; DIVERSITIES.
[LECTURE NOTES]. RETRIEVED FROM HTTPS://VUWS.WESTERNSYDNEY.EDU.AU/