1. Universiti Putra Malaysia
Workshop…

2. Workshop…
MyStory…
Ahmad Rodzli bin Hashim
[PulseRate ’85]
Jabatan Pendidikan Jasmani Kesihatan
IPG Kampus Batu Lintang
013 844 3044
rodzli66@gamil.com
Teaching experience – 1978, 1989, 1991
Primary, Secondary, Tertiary….. Primary

3. Workshop…
1. Theory
2. Practical

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Rujukan :
http://www.sistemguruonline.my/2016/11/analisis-
upsr-2016-pencapaian-seluruh.html
Bilangan Calon 6A
GPN : 2.96

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SPM…

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Introduction
David Bunker and Rod Thorpe (1982)
Loughborough University (UK)
- concept of teaching kids games by playing
games
- to tap into children’s inherent desire to play.
Why…?
1. Involvement in PE classes
2. Lack of game knowledge
3. Teaching approach in teaching games

12. Workshop…
Introduction–
ElementsinTGfU Activity Appreciation:
trying out a version of the activity in a small-group
Tactical Awareness:
developing understanding of common elements of
games & tactics needed for success
Decision-Making:
learning & practising making decisions – in action, in
response to different situations
Application of Skills:
Identifying and practising the skills needed to improve
play
Performance:
putting it all together, applying the skills, decision-
making and tactics in game situations

13. Workshop…
Introduction
6
Basic
TGfU
Butler et al.
(2008)
1. Teach games through games.
2. Break games into their simplest
format – then increase complexity.
3. Participants are intelligent
performers in games.
4. Every learner is important and is
involved.
5. Participants need to know the
subject matter.
6. Need to match participants’ skill
and challenge.

14. Workshop…
Introduction
Game Sense
Play Practice
PlaySport
Sport for All [disable]
Modified Sport
Tactical Game Approach
Play with Purpose
TOPS

15. Workshop…
Why TGfU…
• encourage a holistic approach to the teaching of games
• develop critical thinking and problem solving
• develop deep knowledge and understanding of the game
• promote high levels of participation and enjoyment for
participants
• promote player centred learning and relevance of skills
and tactics
• cater for varying abilities
• foster efficiency in aspects of implementation
(Webb, Pearson & McKeen, 2005).

16. Workshop…
GamesCategories
propels an
object,
preferably with
a high degree of
accuracy, at a
target
Target
strikes an
object so it is
placed away
from
defenders in
the field
Striking/ Fielding
propels an
object into
space trying to
make it difficult
for an opponent
to return it
Net/ Wall
invade an
opponent's
territory to
score
Invasion
1. Exposing to primary rules, fundamental skills, and tactical
problems associated with each category
2. Literate in a variety of games, activities and sports and develop an
understanding and competency of the skills and tactics associated
with playing sports.

17. Workshop…
GamesCategories Target
• Archery, Bowls, Bocce, bowling, Curling,
Golf, Billard, Pool
Striking/ Fielding
• Baseball, Softball, Cricket, Rounders
Net/ Wall
• Badminton, Tennis, Table Tennis,
Volleyball, Squash
Invasion
• Soccer, Hockey, Handball, Netball,
Basketball, Water Polo

18. Workshop…
TargetGames • To send an object away & make contact with specific,
stationary target in fewer attempts than the opponentGame Intent
• Sending away
• Drive, release, deliver
Concepts
and skills
• Same skills required for all players
• No interaction
Player Roles
• Shared playing area; player take turns; variations from
golf course to sheetPlaying Area
• Hitting a target
• Bull eyes, jack, buttons, hole, pocket, pins, skittles
Offensive
Strategies
• No defensive strategies in individual games
• Tea games – obstacles prevent own target from being hit
Defensive
Strategies

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StrikingGames • To place the ball away from fielders in order to
run the bases & score more runs then the
opponents
Game Intent
•Placement of the ball, decision making, covering bases, base running
•Striking, sprinting, sliding, moving sideways, throwing…
Concepts
and skills
• Variation in roles for defensive team
• Picher, bowler, catcher
Player Roles
• Area is shared; offensive team has designated
track to run; running track variesPlaying Area
• Fielding positions; forcing play; holding runners from stealing;
staying on offensive; keeping turn for as long as possible
Offensive
Strategies
• Stealing; leading; tagging up; quick an accurate
receiving and sending skills
Defensive
Strategies

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Net/WallGames • To send the ball back to the opponent so that
the opponent is unable to return it or forced to
make an error.
Game Intent
• Spatial awareness, positioning , trajectory, depth, angles
• Throwing, catching, running, serving and receiving, hitting,
strokes,
Concepts
and skills
• All players require same skills as they rotate
positionsPlayer Roles
• Area is divided by a net; opposing players are
separated / wall in the same area of playingPlaying Area
• Placing ball farthest away from player(s); near to boundary
lines; moving to volley at the net; intercepting; spike
Offensive
Strategies
• Returning object and keeping it in bounds;
anticipating where opponents will return object
Defensive
Strategies

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InvasionGames • To invade the opponent’s defending area to
score a goal and protecting own goal.Game Intent
• Keeping possession, invasion, defending
• Passing dodging, footwork, running
Concepts
and skills
• Designated goalkeeper, defensive & offensive
role of playerPlayer Roles
• Area shared by all players; rectangular; outdoor
and indoorPlaying Area
• Keeping possession; moving ball to specified
area; rapid changing – offensive to defensive
Offensive
Strategies
• Intercepting ball before goes over the line or
into the goal
Defensive
Strategies

22. Workshop…
TGfUModel[1988]
Student
Learners
1. Game
Form
2. Game
Appreciation
3. Tactical
Awareness
4.
Decision
Making
5. Skill
Execution
6.
Performance

23. Workshop…
Effective
Questioning
The use of a questioning
protocol (Griffin & Butler
2005)
•What is going wrong?,
•Where does the problem occur?
•When does the problem occur?,
•Why does the problem occur?,
•Who owns the problem?,
•How can it be fixed?
Mitchell, Oslin and Griffin
(2006) reinforce that the
quality of your questions is
critical and these questions
should be an integral part of
your planning.
what?
where?
when?
why?
with whom?
how?
They propose that questions
fall into 3 categories:
1. Time :
‘When is the best
time to?’
2. Space : ‘Where is or
where can?’
3. Risk :
‘Which choice is safest
and which is most
risky?’

24. Workshop…
Questioning
&
TGfU
Types of
question
Recall
require memory level to answer…
eg: ‘Where should your eyes be when they
are dribbling?’
Convergent
aid analysis and integration of previously
learned material require reasoning
and problem solving…
eg: ‘Why should you stay between your
opponent and the basket?’
Divergent
require solutions to new situations through
problem solving…
eg: ‘What ways would you start a fast break
off a steal?’
Value
expressions of choice, attitude and
opinion…
eg: ‘How do you react?’
(Siedentop & Tannehill, 2000).
• Developing critical thinking and deep understanding
• Questioning and teaching ‘thinking’, not knowledge is used throughout
teaching.
• The teachers’ role is to facilitate students’ thinking, by helping them to develop
thinking skills and behaviours. (Harpaz & Lefstein, 2000; Golding, 2004)

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Modified
C - Coaching
H - How to score
A - Area
N - Number of Players
G - Game Rules
E - Equipment
I - Inclusion
T - Time of Play

26. Workshop…
Traditional PE
vs
TGfU

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Practical Sessions
Invasion Game
Striking Game

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Assessment…
Game
Performance
Assessment
Instrument (GPAI)
(Griffin, Mitchel & Oslin; 1997)
Team Sport
Assessment
Procedure (TSAP)
(Grehaigne, Richard & Griffin;
2005)

29. Workshop…
Assessment…
GPAI 2 benefits
(a) it can be adapted to
various sports and game
activities and,
(b) it has the ability to
measure on-the-ball
skills, and off-the-ball
skills (both offensive
and defensive)

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Assessment…
TSAP
2 benefits
summative & formative assessment of
game play
(a) How a player gains
possession
(b) How a player
disposes possession

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