"Teaching Games for Understanding is a methodology that encourages physical activity, engagement and enjoyment while promoting a greater understanding of the aspects found in structured games(Forrest et. al., n.d).TGfU places an emphasis on play, where tactical and strategic problems are posed in a modified game environment (Webb & Thompson, 1998). The desired outcome of the activity is taught before the specifically required skills. This allows students to see the reasoning behind the skills that they will be learning. Instructors adapt and modify aspects of the structured games to meet the individual needs of their students. By allowing the students to participate in a modified version of the game, they can begin to understand tactical and strategic problems that are associated with the activity.It also has the added benefit of putting students that may have some difficulty with skill acquirement on more level ground with students who pick up skills quickly. It creates an even playing field between the athletes and the other students in the class. Also, these individuals are then more motivated to learn specific skills, because they are able to see the connection between what is being learnt and the positive effect it has on the overall activity (Piltz, 2002). The TGfU model is student-centred, adapting to the needs of the student; in keeping with the "every child principle". Since being hypotheses several variations of TGfU have been researched and developed."

(Definition from: http://tgfu.wetpaint.com/page/The+Model )

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TGFU model includes:

1. Game
2. Game Appreciation
3. Tactical Awareness
4. Decision Making
5. Skill Execution
6. Game Performance

Stages Involved in the TGFU model:

Stage one: Developing control of the object (low organized game)
Stage two: Complex control and combinations of skills (lead up game)
Stage three: Beginning offensive and defensive models (play game with modified rules)
Stage four: Complex game play (play actual game)


 

Phase 1 – Elementary Understanding of Games Within a Category 
At the end of Each participant should have a beginning understanding of the
factors that make up each game in each category, the sub categories the elements fall under,
modified games that could be considered and questions related to
categories that could be considered. 

Phase 2 - Elementary Understanding of Games Across Categories
Students conduct a category comparison, examine principles of the game, tactics and strategies, rules and technical skills (physical, psychological and communication)to find similarities and differences

Phase 3 - Advanced Understanding of a Game within a Category

The participants should have an acceptable level of games understanding to provide challenging lessons for most students in secondary physical education classes.

 Phase 4 - Advanced Understanding of Games Within Categories

Participants should follow the same process to study a series of games within a phase, developing a summary sheet of the game elements divided into the three sub categories. This will allow for comparisons between the games, the areas of technique, rules and tactics and strategies that are similar and which are sport specific, allowing participants to determine specific strategies. 

Tactical Problems: Fundamentals which need to be achieved in order to advance to an elite or higher level of sport.