Katie Nelson Professional Inquiry Project

To what extent is a Teaching Games for Understanding physical education teaching

model effective in a social studies classroom?

What is the Teaching Games for Understanding teaching model?

Teaching Games for Understanding (TGfU) is a physical education teaching model in

which small group games are used to help students develop the physical and cognitive skills

necessary to eventually be able to participate and take part in the actual sports game itself. Ellen

Singleton (2009) describes how this works in practice, A typical games class utilizing this

teaching approach would have students begin by playing a modified or small-group game

designed to help students focus their attention on a specific skill and/or tactic associated with the

game category they are exploring in that class. A short discussion designed by the instructor to

enable students to explore solutions to the physical (skill) and cognitive (tactical/strategic)

problems presented in the initial game is followed by drills enabling students to practice the

skills they have identified as necessary to help them complete the physical and tactical

challenges of the game. That is, if the problem presented in an initial invasion-type game is to

maintain control of the ball or puck as players move into a scoring position in the opponents

territory, then students usually identify various forms of passing as a reasonable solution. A

variety of drills focused on passing enable students to refine skills and practice tactical

manoeuvres away from the high-speed demands of the game. Following specific-skill practice,

students return to the original game (or to a more challenging version) and to immediate

opportunities to put their learning and practice into play. (p. 333).
 Singleton also explains that, The basis of the pedagogical approach in TGfU is to

encourage students to solve problems by utilizing previous experience as they engage in games

and game-like activities (332).

A TgfU approach to learning allows the students to be actively involved in

understanding, decision making, and problem solving (332). Singleton argues that a

constructivist approach to games instruction engages the whole learnercognitively, as well as

physically and socially (334).

There are also some challenges to teachers when using this model. Because TGfU is less

predictable, teaching using this method is more of a challenge; but the outcomes of games are

also unpredictable (334). To combat this Singleton encourages teachers to have a deep

knowledge of the structures and strategies of a given game (334). Singleton also states that the

objectives of a game based approach is not to lead students to a predetermined end but to

facilitate students in gaining deeper and more complex understandings about the topic at hand

(334).

How is TGfU connected to Social Studies?

The Alberta Social Studies Program of Studies mandates that In social studies, students

acquire and develop thinking strategies that assist them in making connections to prior

knowledge, in assimilating new information and in applying learning to new contexts (8). The

Dimensions of Thinking which are outline include, Critical Thinking, Creative Thinking,

Historical Thinking, Geographic Thinking, Decision Making and Problem Solving and

Metacognition. As mentioned previous the purpose of TGfU is to engage students in many of

these Dimensions of Thinking. Therefore the questions this Professional Inquiry Project will

address are:

how can teachers apply TGfU in their social studies classrooms? And to what extent is TGfU an

effective teaching model in the social studies classroom?

How can teachers apply TGfU in their social studies classrooms?

To address this question I have put together a resource for teachers in which they can search,

based on the grade levels, games that would be relevant to the knowledge and skills they wish to

develop when teaching a certain topic or concept.

To what extent is TGfU an effective teaching model in the social studies classroom?

Karl M. Kapp, a professor at Bloomsburg University, uses the term gamification to describe the

use of game mechanics to make learning and instruction more fun (pg xxi). He states, Games

give experiences meaning, they provide a set of boundaries within a safe environment to explore,

think and try things out (xxi). His research proves that gamification can help with numerous

skills including; improving hand-eye coordination, solving problems, teaching higher order skills,

thinking the unthinkable, thinking like your opponent, engaging players in a live classroom,

influencing pro-social behaviour, testing knowledge and performance, and even helping people

lose weight. Many of these benefits are encouraged and/or mandated outcomes for Alberta social

studies teachers.

John Pagnotti and William B. Russell III (2012), from the University of Central Florida,

found that in social studies video games allowed students to become exposed to content in situated
contexts, learn by actively doing for the sake of doing so, internalize information readily, [and]

solve complex problems in nonprescribed ways (40). Pagnotti and Russell analyzed the video

game Civilization IV and connected it to the standards specific to the National Council for the

Social Studies. One of the standards the game met was Time, continuity and change. Time,

continuity and change is also part of the Alberta Social Studies Program of Studies. During the

field test of this game one teacher observed, I have never had students this focused on learning

history (44). The teacher also noticed that not only were the students engaged and motivated but

they demonstrated very few behavioural issues. Pagnotti and Russell also encouraged higher-order

thinking by having students discuss the lesson guiding questions with reference to their video

games. These discussions allowed students to deliberate and they found that students were

developing sophisticated arguments with regards to the lesson questions. The discussions

throughout the implementation were lively, engaging, and captivated students attention Students

were genuinely interested in trying to work together to accomplish common tasks and put forth

spirited debate in their groups to come to an agreement on plans of action (44).

Brad Maguth, Jonathan List, and Matthew Wunderle (2015) have also found that, used in

social studies, video games require students to problem solve, be adaptable, and apply and

demonstrate their learning through play (33) They echo the theories of sociocultural theorists

like Vygotsky and Piaget [who] view play as a significant mechanism to learn rules, to experiment

with identify, to learn from the consequences of actions, and to help youth make sense of their

world (33). In their paper Maguth, List, and Wunderle provide research which states that video

games can help increase student interest in social studies, can improve memory, reasoning and

multitasking, and can also help younger students with vocabulary acquisition.
 The research proves that the benefits to using all sorts of games in social studies are

numerous. The number one benefit that all the research points out, and that I can also attest to from

my own experience teaching, is that games promote engagement for students. Students may also

have the opportunity to develop other skills outlined in the Alberta Program of Studies depending

on the game being used. Many games promote problem solving, making connections, and working

together. Games, especially video games, may also provide the opportunity for students to apply

the skills and knowledge that they have gained from your teaching. This can help students to

understand the purpose for learning a certain subject or concept. When students know their why,

it can give them further direction and motivation for their learning.

Resources

Alberta Education. (2005). Alberta Programs of Study: Social Studies Kindergarten to grade 12.

Retrieved from https://education.alberta.ca/media/160209/program-of-study-grade-10.pdf

Kapp, K. M. (2012). The Gamification of Learning and Instruction. San Francisco: Pfeiffer.

Maguth, B., List, J., & Wunderle, M. (2015). Teaching Social Studies with Video Games. The

Social Studies, 106, 32-36.

Pagnotti, J. & Russell III, W.B. (2012). Using Civilization IV to Engage Students in World

History Content. The Social Studies, 103, 39-48.

Singleton, E. (2009). From command to constructivism: Canadian secondary school physical

education curriculum and teaching games for understanding. Curriculum Inquiry, 39 (2),

321-342.