The TGfU model begins with playing games. As you can see from the TGfU Curriculum Model image, playing games should be the first thing a learner does. This is different from traditional ways of teaching, where PE teachers would use a more skill-based, linear approach to instructing. With TGfU, we want the learners to play the game first, so they can develop an appreciation of the game. This will lead to the understanding and consideration of tactics, which allows a learner to make better decisions. Once they are able to make good decisions, then they apply a skill to that decision. This will place value on the skill because the learner will understand why the skill is important, which will lead to a greater appreciation of the game, and increase the learner’s motivation and enjoyment of the game.

This cycle is shown in the TGfU Model, initially created by Bunker & Thorpe in 1986.   

TGfU, above everything else, puts the learner at its centre. The individual’s developmental needs must first be taken into consideration so the teacher can instruct appropriate games and tasks for their current level. For this reason, games should be modifiable and adaptable to fit the needs of each individual.

TGfU organizes games into four distinct categories:

1. Target Games.   Example: Curling, Bowling, Golf, etc.
2. Territory Invasion Games.   Example: Football, Soccer, Lacrosse, Rugby, etc.
3. Striking Games.   Example: Baseball, Softball, Cricket, etc.
4. Net/Wall Games.   Example: Volleyball, Racquetball, Badminton, Squash, etc.

For the purposes of this page, we’ll be focusing solely on Net/Wall games.

Let’s begin by first looking at the 4 R’s, which are Read, Respond, React, Recover. These are the basic principles for all net/wall games.

At the beginning of a skill is the anticipatory phase where the learner must be in a good position (physically and mentally) to read what is happening in the game. Setting up a good base is key during this phase. Once the learner has understood the situation, they can then respond by either adjusting their position in relation to the object, or by preparing an action. Once the learner has covered the appropriate position, the skill phase begins. First, a reaction must be made to decide how/when/where to contact the object. This will require small adjustments to their position, after which they’ll perform the skill. Once the skill is performed, they must recover and form a new base to prepare for the next action. And so the cycle continues during a rally.

“High and In”, “Spot on the Wall”, and “Castle Game” are three examples of games you can play to develop the 4 R’s.

The focus of “High and In” is to control the ball over the net to give your partner enough time position themselves correctly behind the ball, in order to send it back. Key tactical ideas include: using height to create (or remove) time; hitting to open spaces; returning to base; and aiming to your opponent’s weak side.

“Spot on the Wall” focuses more on accuracy, but still retains some of the tactical ideas from “High and In”, such as using the height of the object to create time, and returning to a base to ensure you’re in position for the next action.

“Castle Game’s” focus is more about force control and spatial awareness in relation to your partner, the object, and the goal. Again, it retains similar tactical ideas from the previous two games, but with much more emphasis on anticipating where the ball will land, and where you need to position yourself.

All three of these games can be modified in ways that make playing them with mixed abilities enjoyable for everyone. For example, the Castle Game’s target goal can be reduced or increased for either player. For High and In, the weaker player might be allowed one contact to themselves before needing to rally the ball back over. These kinds of modifications keep the game enjoyable for everyone, and allows the game to mold itself according to each individual.

TGfU is one of the best models for developing physical literacy in youth. It is very inclusive since it allows for collaboration and cooperation between all students in a class. And most of all, it makes learning fun, which will motivate students to pursue physical activity throughout their lives.