The Tactical Games
Model
Teaching Games for
Understanding
PRESENTERS:
MR. FELIXIS B. PELATANID
MR. PAOLO V. TORRELIZA
Overview
Based on sequence of developmentally approapiate
game and game-like learning activities.
Focus on tactical problems for students to solve
Cognitively
execution of skilled level performance
Example for
basketball
Moving the ball on offense
Shot selection
Off-the-ball movements
Defensive guarding(zone and player to player)
Position and Rebounding
Fastbreak
Out of bounds plays and defense
Overview
Simulation of game situations
simple to more complicated situations
game form contains relalistic situations that
students wiill face later in the full game.
Theories and Rationales
Assumption about teaching and learning
The teacher is able to identify the major tactical
problems in a game and organize each learning task
to focus on the development of solutions to the
inherent problems.
The teacher is being able to use games and
modified game forms to design learning tasks that
develop tactical awareness and the motor skills
needed to perform the game TIMMERMAN
INDUSTRIES
the teacher is the primary source of game expertise
but provide indirect learning experiences to be
engaged in tactical problems.
All games and game forms must be appropriate
versions for students at the grade level being taught.
there is no exemption that the students need to
learn full scale, adult versions of games
Assumptions about learnings
Most students find games participation to be
more interesting, motivating and authentic
than skill development drills that have little
applicability to game play
Students can develop tactical awareness and
decision making abilities when these become
the primary objectives of instruction
tactical awareness is prerequisite to performace
ability, but at some point in time students must have
both types of knowledge to perform well in games.
Tactical awareness and decision making should be
developed from a constructivist approach, using a
plan progression of learning activities based on
tactical problems.
Tactical awareness and other types of student
learning will transfer across games in similar
classification categories
Major Theme
Teaching Games for Understanding
Bunker and Thorpe(1982)
Facilitate a deep level of understanding that can be
applied in game and game like situations and can be
transffered to other similar games.
Teaching and Learning features
The Tactical Games Model
Direct Interactive Indirect
-Content Selection
-Managerial Control
-Task Presentations
-Engagement Patterns
-Instructional interactions
-Pacing
-Task Progression
TIMMERMAN
INDUSTRIES
Effective Teaching Skills Applied to
the Tactical Games Model
Planning
Time and Class Management
Task Presentation and Task Structure
Communication
Instructional Information
Review and Closure
Planning
Unit Planning will require some planning prior to the
start of the unit.
The teacher can plan ahead for the first game to
determine students' tactical knowledge and skill.
The tactical problem is the starting point for every
learning task after the initial game form.
Time and Class Management
Good Planning will facilitate higher rates of
engagement.
More opportunities for students to practice their
situated game skills.
Reduce the likelihood that transitions will lead to loss
of momentum in a lesson.
Task Presentation and Task
Structure
Task Presentations are similar to those used direct
instruction, with the added dimension of using
deductive questions.
Task Presentation should inlcude an explanation.
Wait Time Technique with the deductive questions.
Communication
Full and clear explanation
Instructional Information
Mostly comes from the teacher.
The key skill for teachers is to recognize when to "ask,
not tell".
The model relies on students being to work out
solutions on their own.
Guides are learning cues given to students.
Review and Closure
The teacher can restate the problems and have
students respond.
Review can also be used to preview tactical problems
and learning tasks planned for the next lesson.
Closure should allow enough time for equipment to be
returned to its proper place and followed by an orderly
dismissal.
Assessment
"To what degree can students make correct tactical
decisions and carry them out in the flow of game
play?"
It should be focus on students' abilities to make and
execute tactical decisions while playing a game.
It should be authentic based on observations made
during game play.
Two Primary Assessment in the
Tactical Games Model
1. Assessment with Game Statistics
2. Assessment of Tactical Decision making and Skill
Execution
Assessment with Game Statistics
Use the game score as the major indicator.
Statistical Summary
Students can be given a summary report that
includes statistics with a written assessment.
Assessment of Tactical Decision
Making and Skill Execution
GPAI (Game Perfromance Assessment Instrument)
is a generic template to many types of games to
assess studentss' tactic knowledge.
It includes seven common components of game
performance.
Thank you!
