The 4 Game Categories

First Author(s):Ryyan Koleric

Second Author(s):Justine Ducharme
Note: Everything must be referenced according to the APA Guide. References are added in
the text (short version) and at the end of the page (long version)

Why Four Categories?

Having four categories within the TGfU model has many benefits for implementation. It
creates a straight forward picture for teachers and students by outlining the similarities and
linkages of strategy between the games within each category. It gives children a wide
variety of opportunities to learn new aspects of sports (Pearson & Webb, 2008). Cognitive
skills such as tactics, decision making and problem solving are learned (Pearson & Webb,
2008). In each category the games involve similar goals and/or tactics. Therefore, the
games in each category have many similar skills, rules, and concepts. As Mandigo explains,
"By exposing students to the primary rules, fundamental skills, and tactical problems
associated with the game in each category, students become able to participate in a variety
of games" (2004). There are many students that will not participate in sport simply because
they feel they do not have the skills to do so. The greater the variety of games that students
are able to take part in, the greater the chance that students not interested in physical
activity will find an activity they do indeed enjoy. Having four categories allows for the notion
of "all games in each category have similar concepts and share similar tactical problems to
be solved allowing transfer of tactical understanding across games" (Webb, 2004). The four
categories also create a balance of transferable skills that can be used in sports and also
the real world.

Invasion/Territory Games

<---- football
A main component of an Invasion/Territory game is to score points in an allotted amount of
time by invading the opponents territory (Pearson & Webb, 2008). Although not essential,
you also want to keep your score to a minimum however you can still be victorious by
outscoring your opponent. The majority of Invasion/Territory games rely heavily on offensive
and defensive strategies. Football and Rugby are great examples of invasion\territory
games(Pearson & Webb, 2008). Hockey, soccer, handball, ringette, and basketball are
some other examples in this category.

Forrest, G., Pearson, P., Webb, G. F. (n.d.). Teaching games for understanding (tgfu) in
primary and secondary physical education. Retrieved October 24, 2008,
fromhttp://www.penz.org.nz/downloads/IchperConf/WEB06004_final.pdf.
Pearson, P., Webb, G. F. (2008). An Integrated Approach for Teaching Games for
Understanding (TGFU). Retrieved October 20,2008
fromhttp://ro.uow.edu.au/cgi/viewcontent.cgi?article=1053&context=edupapers
Mandigo, J. (2004) When Can We Play the Game? Retrieved October 27, 2008
fromhttp://www.cahperd.ca/membersonly/e/intouch/documents/PEUnderstandingGames.pdf