Evaluation and Analysis of TGFU Article

Running head: Evaluation and Analysis of TGFU Article 1
Evaluation and Analysis of TGFU Article
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Evaluation and Analysis of TGFU Article 2
Teaching Games for Understanding (TGFU)
Many training and activity models have been adopted in the approach to Physical
education. The Teaching for Effective Understanding (TGFU) approach has been
considered as a fundamental methodology to approach any teaching of games and sports in
the upper primary as well as other dimensions of education (Alcalá, & Garijo, 2017). For
the success of any school-based physical education program, valuing movement is a
concept that is essential in the undertaking. The TGFU approach is beneficial to teaching
in the Australian Curriculum Assessment and Reporting Authority, Health and Physical
education (ACARA-HPE) curriculum as it defines a fundamental ground for student
engagement in a lifespan of participation in games and sports with competence and
confidence. The TGFU approach bears essential elements that teachers utilize in support of
students to develop their dispositions while gaining knowledge and skills through the
undertaking of the school-based PE and sports. In middle age (4-6); Upper primary, many
young people find satisfaction and enjoyment in the TGFU model as compared to the
traditional based teaching approaches. Basically, Games and sports is a focus area in the
upper primary that is considered to have had an effective impact from the TGFU model
when incorporated in the teaching of the ACARA HPE curriculum (Macdonald, 2013).
Critical thinking and problems solving
The TGFU approach has been incorporated into the teaching of games and sports in
the Australian context. The adoption is entirely based on the explicit impact of the
approach in many schools based on physical education programs. The previous
considerations for TGFU have successfully been effective in their application. This is
especially because the TGFU has proved to bring effective results in students. Its focus of

Evaluation and Analysis of TGFU Article 3
the play gives an upper hand on the critical tactical and strategic problems posed in a
modified game environment (Fitzpatrick, 2013). In a student environment, the approach
opens an established focus on cognitive skills such as decision-making, problem solving
and tactics. The TGFU has over time earned names such as Game Sense, Play Practice and
Games concept approach. Its general focus on student and problem solving is an advantage
to ACARA HPE curriculum (Macdonald, & Enright, 2013). The teachers and coaches have
been able to focus mainly on the main issues hence accrue results that are high and
effective for the students. Since TFGU utilizes active learning since the students play
through playing games. Fun becomes a key element in the lesson thus creating an
atmosphere to teach (Macdonald, 2014). Since the upper primary students lack much
exposure, the level of questioning they are engaged in is regulated.
Cognitive skills and learning.
The TGFU has been considered as full of effectiveness for engagement as well as
cognitive learning. In this approach to teaching games, the teachers and coaches benefit
from cognitive development through tactical exploration and decision-making skills which
are accommodated within the modified games and sports in order to give essence to
different contexts of learning. Thus, through this approach, cognition in gaming can be
addressed. Notably, teachers in primary school expressed that students showed
understanding and enjoyment while they engaged cognitively in games. Since this
approach recognizes social skills an important entity in the learning process, all places it
has been employed reported high scores in self-confident, competence and self-worth. In a
study observation done to two middle school PE lessons on hockey games, it was known
that there was clarity in decision making for the TGFU group as well as the improved level

Evaluation and Analysis of TGFU Article 4
of procedural knowledge (Penney, 2013). The group also showed articulate decisions in
passing the hockey ball more accurately and effective passes. TGFU has also been proved
to increase the efficiency of players in volleyball games. This proves its importance in
being incorporated for teaching in ACARA HPE curriculum especially in games and
sports.
Tactical awareness for higher order of thinking
The TGFU approach to teaching ACARA HPE curriculum benefits the students
outright. It is a theoretical model that explicitly supports Physical Education Pedagogy. It
assists teachers to address higher order thinking in Physical Education. The approach
encourages players to be tactically enabled and has the ability to make better decisions
during game time. Through its diversified mode of learning, when used in teaching, it gives
players a prompt for active strategic thinking regarding concepts in skill development while
remaining ardent to the process. Tactical awareness of a game situation is an important
element in learning games as it enables the players to maintain the focus on the main idea
yet diversifies the student modes of engagement with the main idea. The adoption of TGFU
in teaching has been associated holistic approach to the learning of game and sports skills,
promotion of enjoyment for the students, promotion of player-centered learning, catering
for various abilities and efficient implementation. Movement skills, a fundamental feature
in games and sports learning is improved in the TGFU approach. Movement skills are a
key determinant to a consistent and life-long commitment to physical activity while
keeping enjoyment in games and sports activities.