The document discusses the Teaching Games for Understanding (TGfU) approach. TGfU focuses on placing students in game situations that emphasize tactics, decision-making, and problem solving. It involves a staged process starting with developing units on individual sports, then moving to units across subcategories and categories of sports. The approach develops game sense through engaging students in thinking about tactical and technical aspects of play in context. Rather than being told what to do, students are guided to problem solve through questioning.

1. Teaching Games for Understanding
The Teaching Games that focus on placing children in a game situation where tactics, decision-making
and problem solving is critical.
These games include;
• Net and court
• Invasion
• Striking/fielding
• Target games

2. A game sense approach in class lesson is essential for children, where tactical and strategic
problems are critical where cognitive skills such as tactics, decision-making and problem solving
are used when children recognise the need for it
Teachers prepare and develop
innovative and creative unit plans
instead of a number of lessons
based on just one sport or activity.
Allowing further teaching on
common techniques and strategies
before branching out to the
individual activities. Once children
are familiar with these techniques
further extensions of planning will
involve categories such as netball,
touch football and soccer. Therefore
the theoretical and practical lessons
integrate with each other.
STAGE 1 – DEVELOP A UNIT
ON ONE SPORT
STAGE 2 – DEVELOP A UNIT
ACROSS A SUBCATEGORY
STAGE 3 – DEVELOP A UNIT
ACROSS SUBCATEGORIES
STAGE 4 – DEVELOP A UNIT
FOR A CATEGORY
STAGE 5 – DEVELOP A UNIT
ACROSS CATEGORIES
Webb, P., & Pearson, P. (2008).

3. • Skills are developed in game sense and is developed
contextually which focuses on technique
• Game sense engages children in learning, they are
encouraged to think and talk about tactical and technical
aspects of play
• Rather then telling children what to do teachers can set
the learning environment and guide the children through
problem solving by asking them questions.
Webb, P., & Pearson, P. (2008).

4. • Decision Making
• Problem Solving
• Tactics
• Planning

5. WHY PDHPE IS SO
IMPORTANT?
• Students begin to develop in knowledge,
values, relationships, skills and proceed to
a healthy and active life style
• Students begin to enhance
communicative, interactive and decision
making skills as well as problem solving.
• Encourages decision making such as safe
living and a healthy lifestyle
• Increases a child’s physical ability and
skills
• Promotes healthy eating and nutrition
THE BEST PART
OF IT ... ITS FUN
… ENJOYABLE …
AND GOOD FOR
YOU !!

6. Game
Allows students to participate in the game. This stage allows the
formative assessment to take place.
Game Appreciation
Students are given the opportunity to enjoy and
experience learning through play
Tactical awareness
Game play allows students to become encouraged to
identify attacking and defending strategies by
implementing successful tactical actions
Students take part in a full or modified
game. Applying learnt knowledge and
Appropriate decision making
Performance
During dynamic situations students are able to make real time
decisions. Such as ball play, What should I do? How should I do
it?
skills.
Skills
Have students developed the ability to convert
their decisions into actions?
Are they able to execute the correct skills to
enable their team to succeed?
Mindigo, J., & Hooper, T. (2007).

7. Lets Get Fit
PDHPE is extremely important
for children at school as it
promotes:
1. Self awareness
2. Self management
3. Social skills
4. Responsible decision
making
5. Healthy lifestyle and eating
choices
6. Active kids

8. Referencing
• Mindigo, J., & Hooper, T. (2007). What is
teaching games for understanding? A Canadian
perspective, Physical and Health Education
Journal, 73(2), 14-20.
• Webb, P., & Pearson, P. (2008). An integrated
approach to teaching games for understanding
(TGfU). Faculty Of Education-Papers, 52.