TGfU in Germany (teacher’ and coaches’ education)
TGfU is well known and implemented in teachers education predominantly in anglophone countries. In german speaking countries though different concepts (basically facing the same educational directions) have been developed contemporaneous to TGfU over the last decades. Surprisingly the evolution of both happened without knowledge of each other.
Analogue to TGfU in Germany and language related countries concepts like the “Spielgemäße Konzept” (game orientated concept) (Dürrwächter, 1967), the “Taktik-Spiel-Modell - TSM” (tactic playing model) (Hoss, 2008)*, the “Genetisches Konzept” (genetical concept) (Loibl, 2006), or the “Heidelberger Ballschule” (Roth, 2004) are the instruments mainly used in germanys’ teachers’ and coaches’ education.
The different coaches education organizations in Germany (e.g. basketball, handball, soccer, hockey, volleyball etc.) also employ the “german” concepts (see above) instead of TGfU.
Why is that?
From my point of view the main reason is the language! Teachers and coaches in Germany see no need to use foreign language based teaching concepts since there are nearly equal concepts in german language at hand.
In my opinion TGfU offers deeper theoretical background and more detailed guidance for creating reasonable lessons (esp. in basketball) but still only few teachers and coaches trust in and implement TGfU.
As you know I personally do not follow this main stream in our country and I permanently use TGfU in my classes. Maybe it is easier for basketball teachers/coaches to use TGfU because english is the “basketball language” anyway!?!
* According to the „Tactical Games Approach“ (Mitchell , Oslin & Griffin, 2006)
In view of and particularly with regard to the next TGfU conference in Germany 2016 the main goal has to be to promote the TGfU concept as much as possible and create interest in TGfU among teachers, coaches universities and other PE organizations in Germany.
The first practical step is to convince colleagues at our institution to give TGfU a try in their classes. At the same time I have to meet with officials from the german PE- and coaches education organizations (e.g. at camps, tournaments etc.) to introduce TGfU.
In summary I think there needs a lot of promotional work to be done to:
first make TGfU in Germany more public and second to implement and establish TGfU in our PE system.
Knowing about all the advantages TGfU provides I look at this as a challenging mission!
In the meantime, new concepts like the “Tactical Creativity Approach” (Memmert, 2015) tries to integrate some ideas of the TGfU approach to foster tactical creativity in team and racket sports
Dietrich, K. (1984). Vermitteln Spielreihen Spielfähigkeit?Sportpädagogik, 8 (1), 19-21
Dürrwächter, G. (1967). Volleyball, spielend lernen – spielend üben. Schorndorf: Hofmann.
Loibl, J. (2006). Basketball. Genetisches Lehren und Lernen, spielen – erfinden – erleben – verstehen. Schorndorf: Hofmann
Hoss, B. (2008). Volleyball spielend lernen. Sportunterricht, 57 (11), 346-350
Memmert, D. (2015). Teaching Tactical Creativity in Team and Racket Sports: Research and Practice. Abingdon: Routledge.
Mitchell, S. A., Oslin, J. L. & Griffin, L. I. (2006). Teaching Sport Concepts and Skills: A Tactical Games Approach. Champaign: Human Kinetics.
Roth, K. (2004). Ballschool Heidelberg. A new answer to traditional questions (available at: http://www.ballschule.de/ publications/paper.html).