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They investigate the reasons for the adoption or nonadoption of TGfU in coaching contexts, and then examine the impact of TGfU on coaching practices and player performance. Inez Rovegno describes in chapter 12 how the original TGfU framework designed for secondary schools can be considered and used for elementary children. Basing her ideas on current research, Rovegno offers suggestions about what elements of the framework can be similar and what might need to be different when considering progression, meaning, and relevance at each elementary level.

The goal of teaching games is to help students become good players, and to do it in a way that inspires lifelong participation. The discussion of how to best achieve this goal should be directly related to learning theory, but should not be prescribed. Some of the literature on TGfU has attempted to move the dialogue to a philosophical discussion of process, rather than of outcomes. For example, TGfU teaches meaning, thinking, and decision making. This approach is contrasted with those who want students to acquire knowledge, skill, and performance.

That is, a process exists in which the content opens up, narrows, and then opens again. Teachers may work on how many different ways students can move from one place to another using their feet then narrow the focus to the action of feet together or feet apart to bring out some different patterns (even working on jumping or hopping better) before opening the focus up again. While apparently narrowing the range of student choices, the teacher was actually expanding the students’ responses and, therefore, their learning.

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More teaching games for understanding : moving globally by Joy Butler, Linda Griffin

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