Game-Based Consensus Statement
The Teaching Games for Understanding (TGfU) Special Interest Group (SIG) recognizes increasing confusion particularly among teachers and coaches on the fields and the need for a common language to describe a type of pedagogy that reflects alternative models created to address the need described by Bunker and Thorpe (1982) [1]. A wide variety of generic terms (e.g., tactical models, alternative models, etc.), and also specific approaches (i.e., TGfU) have been used to refer to these pedagogical approaches, which have been creating confusion among scholars and practitioners. Particularly, two terms, game-centered approach and game-based approach, are interchangeably used in literature. After a long-term valuable discussion and dialogue, it is believed that this is a time to make a consensus agreement to use one term. In order to shift our attention to a pedagogical focus, we think that the term “Game-Based Approach” can better highlight the learner-centered feature of these pedagogies where the learner is the centre of the learning process through extensive participation in games.
[1] The technical model of teaching sport consistently reveals that:
a) a large percentage of children achieving little success due to the emphasis on performance, i.e. "doing".
b) the majority of school-leavers "knowing" very little about games
c) the production of supposedly "skilful" players who in fact possess inflexible techniques and poor decision making capacity.
d) the development of teacher/coach dependent players.
e) the failure to develop "thinking" spectators and "knowing" administrators at a time when games (and sport) are an important form of entertainment in the leisure industry (p. 7).
[1] The technical model of teaching sport consistently reveals that:
a) a large percentage of children achieving little success due to the emphasis on performance, i.e. "doing".
b) the majority of school-leavers "knowing" very little about games
c) the production of supposedly "skilful" players who in fact possess inflexible techniques and poor decision making capacity.
d) the development of teacher/coach dependent players.
e) the failure to develop "thinking" spectators and "knowing" administrators at a time when games (and sport) are an important form of entertainment in the leisure industry (p. 7).
GAME-BASED CONSENSUS STATEMENT
In order to promote terminological consistency among researchers and practitioners, the TGfU SIG suggests the use of Game-Based Approach (GBA) to refer to the learner-centered teaching and coaching practice in which the modified games set the base and framework for developing thoughtful, creative, intelligent, and skillful players.
The TGfU SIG also encourages the use of Game-Based Approaches (GBAs) to refer to several well-established approaches that follow a GBA like TGfU, Game Sense, Play Practice, Tactical Games Model, Ballschool, Invasion Games Competence Model and other similar proposals.
In order to promote terminological consistency among researchers and practitioners, the TGfU SIG suggests the use of Game-Based Approach (GBA) to refer to the learner-centered teaching and coaching practice in which the modified games set the base and framework for developing thoughtful, creative, intelligent, and skillful players.
The TGfU SIG also encourages the use of Game-Based Approaches (GBAs) to refer to several well-established approaches that follow a GBA like TGfU, Game Sense, Play Practice, Tactical Games Model, Ballschool, Invasion Games Competence Model and other similar proposals.
To reference this statement:
Teaching Games for Understanding Special Interest Group (TGfU SIG) (2021). Game-Based Consensus Statement. http://www.tgfu.info/game-based-consensus-statement.html
Teaching Games for Understanding Special Interest Group (TGfU SIG) (2021). Game-Based Consensus Statement. http://www.tgfu.info/game-based-consensus-statement.html
Translations of our Game-Based Consensus Statement
We want to recognise that different languages may have nuances in meaning for words that are translated from English. As such we are compiling the translations for the ease of our global community. If your language is not currently included please contact Ellen at [email protected] to contribute.
Spanish/español- "... se refieren a la práctica de enseñanza y entrenamiento centrada en el alumno en la que los juegos modificados establecen la base y el marco para desarrollar jugadores considerados, creativos, inteligentes y hábiles."
We want to recognise that different languages may have nuances in meaning for words that are translated from English. As such we are compiling the translations for the ease of our global community. If your language is not currently included please contact Ellen at [email protected] to contribute.
Spanish/español- "... se refieren a la práctica de enseñanza y entrenamiento centrada en el alumno en la que los juegos modificados establecen la base y el marco para desarrollar jugadores considerados, creativos, inteligentes y hábiles."
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Process:
September 2020- issue arises in the World Symposium for Developing Future Game-Centered Approach (http://www.tgfu.info/world-symposium.html) Creation of the taskforce within the IAB 2021- several task force meetings Feedback and approval from TGfU Executive September 2021- feedback and final approval from IAB. |
Taskforce
David Gutierrez (IAB chair) Kanae Haneishi (USA representant) Aspasia Dania (Greece representant) Cláudio Farias (Portugal representant) Stefan König (Germany representant) Sanmuga Nathan (Malaysia representant) |
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IAB Representatives
David Gutierrez (IAB chair) Nahuel Varela (Argentina) Shane Pill (Australia) Bruce Nkala (Botswana) Francisco Finardi (Brazil) Guy Ginciene (Brazil) Jennie Petersen (Canada) Alejandro Salicetto (Costa Rica) Don Vinson (England) Joni Kuokkanen (Finland) Stefan König (Germany) Aspasia Dania (Greece) Kam Wai Keung Kevin (Hong Kong) |
Mohammad Maleki (Iran) Philip Kearney (Ireland) Francesco Sgro (Italy) Naoki Suzuki (Japan) Sanmuga Nathan (Malaysia) Gwen Weeldenburg (Netherlands) Dennis Slade (New Zealand) Cláudio Farias (Portugal) Anthony Melendez Nieves (Puerto Rico) Teng Tse Sheng (Singapore) Jose L. Arias-Estero (Spain) Kanae Haneishi (USA) |
TGfU SIG Executive
Linda Griffin (Chair) Jeroen Koekoek (Chair Elect) David Gutierrez (Past Chair) Alan Ovens (Secretary) Ellen Gambles (Treasurer and Communications Coordinator) Jesse Rhoades (Communications) Roberto Sanchez Gomez (Communications) |
| official_statement_gba.pdf |
Key publications discussing the Statement
Gutierrez, D. and Koekoek, J. (2023) Moving from TGfU to ‘Game-Based Approach’ as the Collective. In S. Pill, E-A. F. Gambles and L.L. Griffin (eds.) Teaching Games and Sport for Understanding (pp. 196-207). Routledge.
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Gambles, E-A.F. and Gutierrez, D. (2023) An International Consensus on Terminology: Game-Based vs Game-Centred. Physical Education Matters, 18(2), pp.59-61.
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