The Experimental Research Of "Teaching Games For Understanding Approach" In General Football Courses

The Teaching games for understanding (TGfU) phrase was first coined in the United Kingdom in the early 1980s. The ideas were spawned by Thorpe, Bunker & Almond and drew on the earlier work of Mauldon & Redfern . The TGfU approach was proposed as an alternative to the technique approach because it was noted that techniques practiced in isolation did not transfer to the game.The TGfU approach has encouraged debate on games teaching which until recently has often polarized into skills & tactics arguments. In reality it is impossible to separate skills from tactics, the tactical use of skills is the essence of effective game playing. Effective games teaching from a TGfU perspective is about combining the teaching of tactical understanding with skill development, rather than focusing on one aspect or the other. This idea implies a game play experience for a tactic-to-skill approach to games teaching. The TGfU focuses upon teaching students tactical understanding before dealing with the performance of skills, as such the TGfU offers a tactical approach to games teaching emphasizing game performance before skill performance. As such game performance is understood as tactical awareness leading to effective skill selection and skill execution. Conversely, a "technique" approach focuses first on teaching students the skills to play the game then introducing tactical understanding once a skill base has been developed.The TGfU approach was proposed as a way of putting the WHY of a game before the HOW. Bunker and Thorpe suggested a six-stage model. A key focus of this model is that learners have to make decisions about "what to do" to play a game successfully, then "how to do" what they have realized they need. Based on this decision making learners are sensitized to their need to practice the necessary skills or way of playing to improve game performance .Documentation,investigation,teaching experiment and scientific are some means used in the thesis. A great deal of data between contrast groups and experimental groups isobtained through the comparative method among teaching experimental groups.Moreover the data is statistically analysed.The conclusions are down as below:1. The TGfU approach compare with traditional technique approach, it adapt to the reform in education and development to need now basic characteristic that educate of character.2. The TGfU approach with the ability that student perception ability with the student that the every kind of and complicated circumstance of educating to core, will training of tactics consciousness cope with the key to be used as the study, from but avoid the student not smooth, completing of blindness the proceeding technique and tactics study of the action, machine.3. The TGfU approach study the tactics consciousness to place in first, but place in the technique afterward, increased the student the interest that study, and make that student have clear and definite study purposed, and stir up the student the positive, active that study with creates sex.Match the contemporary university student the mental state characteristic that study.4. In the TGfU approach all practices of inside the adoption ability that the different form that collective combination teaching, student not only make use of technique get increase, and to perfect personality factor of student, educated the character to all rise toed the positive function, and especially educate the student's self- confidence and optimism, independence and cooperation, very strange have the special features with interest aspect more. This match the university of now to educate to synthesize the education idea of the character talented person.