The document provides an overview of a presentation for an elementary physical education class on teaching game play. It discusses different models for teaching games, including the technical model and the Teaching Games for Understanding (TGfU) model. It covers curriculum, pedagogy, the history of TGfU, classifying games into categories, asking tactical questions, and pedagogical principles of TGfU like modification and tactical complexity.

1. “ WILL WE PLAY GAMES TODAY?” PRESENTATION FOR ELEMENTARY PE CLASS AT THE UNIVERSITY OF ARKANSAS Teaching Upper Elementary PE

3. Teaching and Learning of Game Play in PE

4. Why it is taught? (philosophical and historical perspectives) Technical model (behaviorist) TGfU model (constructivist) Culture Factory/Product Model Progressive Education Belief System Dualism: separation of mind and body Integration of Mind, Body and Spirit Context Isolation; links with coaching and professional sports Integration of school and community Training Efficiency / military influence Movement Education Experience Specialism / Sport Integration and inclusivity

5. What is taught (Curriculum) Technical model (behaviorist) TGfU model (constructivist) Purpose Acquisition of knowledge Construction of meaning Objective Defining what we know Discovering what we don’t know and applying what we know Outcome Performance Thinking and Decision Making Game Frameworks Seasonal Activities Classification

6. How it is taught (Pedagogy) Technical model (behaviorist) TGfU model (constructivist) Instruction Teacher Centered Student Centered Strategy Part-Whole Whole-Part-Whole Content Techniques Based Concepts Based Context Teacher-student interaction Multidimensional Interaction Teacher Role Transmission of Information Facilitation of problem solving Learner Role Passive Learning Active Learning Evaluation Mastery Demonstration of understanding and contributions to process

12. Classification Of Games

14. Original TGfU Model (1986)