There has been considerable debate regarding the delivery and outcomes of games experiences in physical education. In particular, the relative benefits of the Teaching Games for Understanding (TGfU) approach have been compared to traditional skill-drill approaches to games teaching. However, many discussions of TGfU have focused on cognitive and psychomotor learning outcomes, neglecting the affective domain. The purpose of this article is to review TGfU research, to present an extended TGfU model, and to suggest new avenues for future research and practice. Future research directions include consideration of learning with respect to cognitive, behavioral, and affective characteristics.
Nicholas L. Holt and Enrique García Bengoechea are doctoral candidates, and William B. Strean is on the Faculty of Physical Education and Recreation, E-401 Van Vliet Centre, University of Alberta, Edmonton, AB, T6G 2H9, Canada.