With "More Teaching Games for Understanding: Moving Globally," you can learn and apply an innovative approach to teaching games that has been used around the world for 30 years in school and sport settings.

Editors Joy Butler and Linda Griffin bring the teaching games for understanding (TGfU) approach to life for you in this practical book. "More Teaching Games for Understanding" follows Griffin and Butler's highly successful 2005 book, "Teaching Games for Understanding." This new book is based on the Fourth International TGfU Conference held in 2008 and includes all-new chapters written by 27 world-renowned contributors representing 6 countries. The preface and foreword are written by the founders of TGfU, Rod Thorpe, David Bunker, and Len Almond. This book is not a rehash or a revision of the 2005 book; it presents all-new material on TGfU.

"More Teaching Games for Understanding" offers a comprehensive description of the TGfU model (sometimes referred to as the tactical games model or the games sense model). The text grounds you in the model's latest theory, research, and practice, and it helps you understand

- various models of practice for sport and games education,

- worldwide perspectives on the TGfU model,

- how to facilitate flow motion in games and sports, and

- how to modify games to enhance learning and achieve learning objectives.

The authors use chapter-opening scenarios to draw readers in and introduce important concepts, and they provide chapter-ending summaries that help readers test their understanding of those concepts. They also offer discussion questions that function as starting points for discussion and review.

This is the most complete, current, and authoritative book on the TGfU model that you can find. The breadth, depth, and quality of the chapters afford you an insider's look at this highly successful model, and its practical approach will help you readily put to use the knowledge gained from the highly regarded contributors.

A small sample of what you'll learn includes how to involve students both in creating games and in assessing games to shape future performances, how to employ TGfU as a coaching methodology, how to use complexity thinking as a theory to frame the learning processes involved in TGfU, how to best use TGfU in elementary school physical education settings, and TGfU's role in developing physical literacy in children.

"More Teaching Games for Understanding" supplies you with a teaching model that will empower kids, deepen their knowledge of game tactics and strategies, help them improve their skills, and bring greater joy to them as they play games.

Games, in the right environment and with the right guidance from teachers, offer students opportunities to grow as independent problem solvers, decision makers, and team players. In addition, students can learn a host of other skills, strategies, and concepts that can transfer not only to other games but also to other life situations. Playing Fair shows teachers how to create the learning environments typical of the Teaching Games for Understanding (TGfU) approach. This text takes the TGfU approach to a new level, incorporating the development of group processes and democratic behaviors that promote personal growth as well as the ability to thrive in group situations. Antisocial behavior and bullying are ongoing problems in schools today. The concepts and practical ideas for lessons offered in Playing Fair address those problems proactively as students learn about conflict resolution, inclusion, democratic decision making, leadership, and bullying. The topics in this book come together in developing the cognitive, psychomotor, and affective domains, all primary goals of the physical education curriculum. A Peek Inside Playing Fair Playing Fair offers teachers these benefits: * Practical classroom stories showing teachers how they can apply theory and learning situations to their own students and school context * Activities that include modifications so teachers can apply the games with students of all developmental levels * Learning checks consisting of questions for teachers to ask their students in order to assess their learning * Key Concepts, a special element that calls out important concepts for readers The first part of the book covers the process of inventing games and the democratic principles involved, how social justice can be taught and learned through games, understanding the TGfU classification system, curriculum design, and pedagogical principles. The remaining 10 chapters show how to implement the concepts presented in the earlier chapters. Readers learn how to invent and play a variety of games: target games, striking games, net/wall games, and invasion games. What Your Students Will Gain Implementing the principles advocated in this book will help learners in these ways: * Better understand and appreciate the constructs of game play through external and internalized schemas * Transfer concepts, strategies, tactics, and skills within and among game categories * Improve their performance and become more engaged in their own learning * Become more self-effective and empowered as they understand and value the processes of decision making * Understand how democracy works from the bottom up * Grasp that democracy is tenuous, that it breaks down in the absence of active social justice, and that we all have a role and responsibility in constructing and reconstructing it, moment by moment Playing Fairwill help students gain a better understanding of themselves and others, and it will make them sensitive to issues such as social justice, collaboration, negotiation, inclusiveness, and fairneess. Students will learn to make informed decisions in the context of their invented games and to make intentional, reasoned inquiries about game situations, which they can then transfer to other areas of their lives. Bringing Systemic Change and Facilitating Personal Growth This book will help teachers and coaches teach the principles of game play and those of democracy and citizenship in concrete ways. They will contribute to systemic change in the school culture-a culture in which students learn to create their own games and gamelike situations wherein concepts, skills, and strategies can be learned in context through a process called democracy in action. The bottom line is simple. Playing Fair brings out inherent qualities that have been part of games since the beginning of humankind: play, fun, challenge, inventiveness, teamwork, friendship, and quick thinking. Along the way, games offer opportunities for moral and spiritual development-and the games in Playing Fair offer all that and more.