Running Head: Cricket: TGFU and SEPEP model
Cricket: TGFU and SEPEP model
Jon Rojo
Humboldt State University
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Cricket: TGFU and SEPEP model
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Abstract
In the lesson being examined, the teacher was tasked with teaching defensive strategies and
tactics in the game of cricket. The teacher was able to use the Teaching Games for
Understanding teaching model (TGFU), which has widely grown in popularity since its
development in the United kingdom in the early 1980’s (Butler, 2014), as well as integrating the
SEPEP model of teaching to help increase learning as well. The teacher used a variety of games
with different sized teams to help increase student participation time as well as assigning
different roles for students to keep them interactive and aware in the game. This paper will
analyze the teacher’s ability to integrate the two teaching models into their lesson plan to help
teach the tactics and skills needed to be successful in playing defense while in a game of cricket.
Cricket: TGFU and SEPEP model
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Teaching Games for Understanding (TGFU) is a widely growing model for teachers in
the physical education field. The TGFU model helps students focus on the tactics and strategies
surrounding a game and not just the physical skills needed to play. The teacher in this lesson,
used both the TGFU model of teaching as well as the SEPEP model of teaching to help teach the
defensive strategies and tactics of the game of cricket. This paper will analyze how the teacher
used effective questioning, feedback and assessment to increase student learning through the
TGFU model and how the specific games worked on skills and tactics that can help the students
live a healthier lifestyle as they age.
. Giving feedback to participating students is an integral part of any teaching model
because it can change a student’s attitude and overall perception of an activity (Harackiewicz &
Senko, 2005). After reviewing the coding of this lesson, the teacher gave a substantial amount of
feedback to the students while they were participating in the activities. Of all the feedback
given, the majority was general positive feedback with the teacher averaging .85 per minute.
However, the teacher was also able to give a great amount of specific positive (.2 per minuet) as
well as corrective feedback (.45 per minute). By using more positive feedback then negative
feedback, the teacher increased the motivation and enjoyment level of the students
(Harackiewicz & Senko, 2005) which was evident by the active participation level during the
activities. The teacher also focused on giving students corrective feedback on their form and
technique while trying to learn how to correctly and accurately bowl a ball consistently.
During the second game, the teacher did a great job stopping the entire class to help
address the issue of incorrect form since most of the students were having trouble with that
Cricket: TGFU and SEPEP model
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particular skill. In addressing the whole class at one time instead of trying to go to each
individual student that was having the same trouble, the teacher was able to turn their focus onto
a student who was really struggling with the task and spend time manually assisting the student
for part of the lesson. By helping out the student, the teacher was able to increase the confidence
level of the student by having her perform the correct motor skills and techniques that she needed
to complete the task (Solmon, 2003). The teacher used the filming of this lesson to their
advantage by not having to take time out of the lesson to have the students write for a post or pre
assessment. Instead, the teacher used a show of raised hands in a series of true and false
questions before and after the lesson to show that student learning had taken place. After
reviewing the film, the students were able to increase their average scores from 71% to 90% after
the lesson which showed transfer of learning during the activities. The teacher was also able to
keep unfavorable student behaviors to a minimum by having little to no transition time as well as
the students all being physically active for a majority of the time. Effective positioning by the
teacher was also an integral part of keeping unwanted student behaviors from happening and
helping to keep everyone engaged in the activities. By placing himself down the line of where
the students were throwing, the teacher was able to watch everyone throw from one spot to see
who was having trouble and needed the most help. Also, by doing this he made himself visible
to all students so they knew he was watching them which discouraged any bad behaviors. By
letting the students visibly see him watching it effectively kept the students engaged in the lesson
and kept them physically active throughout the activities.
Being physically active and teaching people lifelong skills they need to live a healthier
lifestyle as they age is one of the main goals for any physical education program (Mohnsen,
Cricket: TGFU and SEPEP model
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Bonnie, ed. 2003, HHS, 1996). Research shows that adults who are more physically active as
they age participated in organized sports and strong physical education programs when they were
young (Rink & Hall, 2008). The teacher did a great job using small sided games to help
increase practice time of each student which helps with the cognitive learning of the designated
skills and tactics needed in the game of cricket (Howarth, 2000, Fawns & Light, 2003, Kirk &
MacDonald, 1998, Kirk & Macphail, 2002). By dividing the students into teams and giving them
an objective to complete, the teacher was able to promote social interaction between the students
by making them communicate and use teamwork to accomplish the goal (Fawns & Light, 2003).
In the third activity, the students got to participate in a modified game of cricket and got to
incorporate all the skills they had learned up to that point in the final activity. The teacher also
did a great job by assigning roles to everyone to help increase awareness and participation rate
during the game (Forrest, Pearson & Webb, 2009). By having very little transition time during
the activities, the teacher did a spectacular job in creating a cohesive and flowing learning
environment where students participated in games and applied the tactics learned in the previous
game to the next one right away, thus increasing overall learning of the intended objective (Rink
& Hall, 2008). Also, the teacher was able to ask questions of the students both during and after
the activities to help check for understanding before moving on to the next objective (Rink,
2006).
Overall, the teacher in this lesson did a great job integrating two different models of
teaching to help students learn about tactical awareness and different skills needed to be
confident so they could successfully participate in a full game of cricket. Not only did the
teacher promote the overall health of the students by teaching them tactics and skills they could
Cricket: TGFU and SEPEP model
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use in a wide variety of games, but the teacher also increased the chance that the students will
use those skills by providing a positive and fun environment for them to learn. Since the country
has seen a huge epidemic of obese children and adults, and an increase in the lack of physically
active adults in the last 30 years, it is important to have strong physical education programs that
can teach children a wide variety of sports and to make sure they are having fun while learning
about being physically active (CDC., 2006, NASPE, 2006, HHS, 1996,). By using the TGFU
model in this lesson, the teacher did an excellent job of keeping the students physically active
and made sure the students had a fun time during the lesson to help promote an overall healthier
lifestyle.
Cricket: TGFU and SEPEP model
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Reference
Butler, Joy. TGFU-Would you know it if you saw it? Benchmarks from the tactic knowledge
the founders. European Physical Education Review, Nov 2014, Vol 20 Issue 4, p465
24p.
Centers for Disease Control and Prevention (CDC). (2006). Physical education curriculum
analysis
Tool. Atlanta: Author
Fawns, R. & Light, R. (2003) Knowing the Game: Integrating Speech and Action in Games
Teaching Through TGFU, Quest, 55:2, 161-176, DOI:10.1080/00336297.2003.10491797
Forrest, G. Pearson, P. & Webb, P. (2009). Expanding the teaching games for understanding
(TGFU) concept to include sport education in physical education program (SEPEP). 26th
ACHPER International Conference, Queensland University of Technology.
Harackiewicz, J. & Senko, C. (2005). Regulation of achievement goals: The role of
Competence feedback. Journal of Educational Psychology, 97(3), 320-336.
http://dx.doi.org/10.1037/0022-0663.97.3.320
Howarth, K. (2000). Context as a factor in teachers’ perceptions of the teaching of thinking
skills in physical education. Journal of Teaching in Physical Education, 19, 270-286.
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching
in Physical Education, 17, 376-387.
Cricket: TGFU and SEPEP model
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Kirk, D., & MacPhail, A. (2002) Teaching Games for Understanding and situated learning:
Rethinking the Bunker and Thorpe model. Journal of Teaching in Physical Education,
21, 177-192.
National Association for Sport and Physical Education (NASPE). (2006).Teaching large class
sizes in physical education: guidelines and strategies [Guidance document]. Reston, VA:
Author
Mohnsen, Bonnie, ed. (2003). Concepts and Principles of Physical Education: What Every
Student Needs to Know. Reston, VA: National Association for Sports and Physical
Education
Rink, J. E. (2006). Teaching physical education for learning (5th ed.). Boston: McGraw-Hill.
Solmon, M. A. (2003). Student issues in physical education classes: Attitudes, cognition and
motivation. In S. J. Silverman & C. D. Ennis (Eds.), Student learning in physical
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report of the Surgeon General. Atlanta: Centers for Disease Control and Prevention
Attached Coding
Scan
2 min
4 min
6 min
8 min
Describe what is
Occurring in the Lesson
# of
#
active/_attentive_______ of_innactive/inattentive___Students
Students
Students are
participating in a relay
race with dynamic
stretching involved for a
warm up activity
Active: 7
Inactive: 2
Attentive: 9
Inattentive: 0
Students have just
finished a relay race
game and are now going
to grab a ball for the
next activity as the
teacher instructed them
to do.
Active: 0
Inactive: 9
Attentive: 9
Inattentive: 0
The students are
listening to the teacher
who is giving
instructions on the new
game of cricket
cutthroat
Active: 0
Inactive: 9
Attentive: 8
Inattentive: 1
Students are
participating in a game
of cutthroat cricket
Active: 9
Inactive: 0
Attentive: 9
Inattentive: 0
The students who lost
the game of cricket
cutthroat are doing
pushups as a fitness
reward
Active: 7
Inactive: 2
Attentive: 9
Inattentive: 0
Students are listening to
the teacher explain the
rules and objectives of
the final activity
Active: 0
Inactive: 9
Attentive: 9
Inattentive: 0
Students are
participating in the final
game activity called
cricket poison.
Active: 5
Inactive: 4
Attentive: 9
Inattentive: 0
16
Min
The current team
captain is rotating his
players on the field
before the next person
bats.
Active: 4
Inactive: 5
Attentive: 9
Inattentive: 0
18
Min
Students are
participating in the final
game activity which is
cricket poison.
Active: 5
Inactive: 4
Attentive: 9
Inattentive: 0
10
min
12
min
14
Min
.