This section provides a review of academic articles in TGfU. A report is presented that aims to summaries the research, highlighting the contribution the research has made to the body of TGfU literature.
Since the popularity of the Teaching Games For Understanding (TGfU) model has grown, there is a need to assess its effectiveness in teaching students to play games. Thus, the purpose of this study by Allison and Thorpe (1997) was to compare the effectiveness of the skill approach with that of the TGfU approach for a variety of factors
Gray & Sproule’s (2011) article ‘Developing pupils’ performance in team invasion games’ reports on a comparative study conducted into the effects a tactical approach to teaching basketball had on pupils’ game knowledge, playing performance and perceptions of decision making ability as compared to pupils taught with a more ‘authentic’ traditional approach.
The purpose of this study by Gubacs-Collins (2007) was to conduct an action research project through implementing a tactical approach to teaching tennis. It was the aim of the researcher to gain perceptions of the teacher educator (the researcher herself) and her students to the tactical approach.
The purpose of this study by Harvey and colleagues (2010) was to integrate the TGfU model into the coaching practices of two American high school soccer coaches. Historically, sport coaches have relied on ‘tried and tested’ coaching methods, resulting in practices that reflect large amounts of physiological training and technical practice (Williams, Yates and Ford, 2007). The authors of this article argue here, that TGfU has the potential to challenge traditional coaching methods.