Steve Mitchell, PhD, is associate dean in the College of Education, Health and Human Services, and a professor of physical education, at Kent State University in Ohio. He received his undergraduate and master's degrees from Loughborough University (England), where Teaching Games for Understanding was developed. He earned a doctorate in teaching and curriculum at Syracuse University. An avid soccer player and licensed coach, he has employed a tactical approach in teaching and coaching at the elementary, middle school, high school, and college levels since 1982. Mitchell is a member of SHAPE America and the Ohio Association for Health, Physical Education, Recreation and Dance.Judy Oslin, PhD, is a professor emeritus at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a doctorate in sport pedagogy at Ohio State University. Oslin has more than 35 years of experience as a physical educator and teacher educator. She has used the tactical approach with elementary, middle school, high school, and university students. Oslin has also presented numerous papers and workshops focusing on implementation of the tactical approach and the Game Performance Assessment Instrument at the international, national, regional, state, and local levels. Having retired in 2007, she now enjoys playing games (particularly golf and pickleball), traveling, hiking, camping, and staying fit by walking and weight training.Linda Griffin, PhD, is a professor in the College of Education at the University of Massachusetts at Amherst. She earned her bachelor’s degree from Black Hills State University, her master’s degree from Ithaca College, and her doctorate from Ohio State University. She has more than 35 years of experience as a physical educator and teacher educator. Her research and scholarly interest for over 20 years have focused on the teaching and learning of sport-related games through a games-centered approach grounded in constructivist learning. Throughout the United States and abroad, Linda has presented numerous papers and workshops focused on the tactical approach. Griffin served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. She is a member of SHAPE America, National Association of Sport and Physical Education (NASPE), National Association for Girls and Women in Sport (NAGWS), and American Educational Research Association (AERA). Griffin has also served as chair for the Curriculum and Instruction Academy, president of the Research Consortium, and a reviewer for various professional journals, including the Journal of Teaching in PE and Research Quarterly.

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• Part I. Tactical Games TeachingChapter 1. Tactical Games Explanation and ReviewRationale for a Tactical ApproachGame FrameworksGame PerformanceLevels of Tactical ComplexityTeaching Tactical Awareness and Skill AcquisitionImplementing a Tactical Games Approach Using This BookSummaryChapter 2. Preparing Students for a Tactical Games ApproachTraining Students to Play Small-Sided GamesTeaching Appropriate Sport BehaviorTeaching Rules and RoutinesTeaching During Game PlayPhysical Activity Considerations in Games Teaching and LearningPedagogical Considerations and Strategies for Promoting Moderate to Vigorous Physical ActivitySummaryChapter 3. Getting Started With Tactical Games TeachingConceptual Framework for Planning Tactical TeachingPutting the Planning Framework Into ActionThe Teacher and the Change ProcessImplementing PracticesSummaryChapter 4. Transfer as a Principle of Games Teaching and LearningTransfer of Tactical Knowledge in GamesImplications for Curriculum DevelopmentUltimate as an Example of Transfer in ActionSummaryChapter 5. Tactical Games Curriculum ModelAssumptions Underpinning a Tactical Games CurriculumConceptual FrameworkModel-Based InstructionSummaryChapter 6. Assessing OutcomesAssessment BeliefsAssessment StrategiesAssessing Learning OutcomesSummaryChapter 7. Aligning a Tactical Games Model With Content StandardsContent Standards in the United StatesContent Standards in EnglandContent Standards in AustraliaContent Standards in SingaporeTactical Games Alignment With the International BaccalaureateSummaryChapter 8. Digital Technology for Teaching Tactical Games and Enhancing Skill DevelopmentDigital PlanningTactical Awareness and Skill DevelopmentFormative Assessment and Self-AssessmentSummaryChapter 9. Teaching and Learning Social Justice Through Inventing GamesRevisiting the True Meaning of CompetitionTeaching Social Justice and Democracy in ActionSummaryChapter 10. Integrating Social and Emotional Learning Into a Tactical Games ApproachOverview of Social and Emotional LearningOverview of SEL Teachers and Their ClassroomsSituating Social and Emotional Learning Within a Tactical Games ApproachSummaryPart II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport FoundationsChapter 11. Invasion Games at the Elementary LevelElementary Invasion Games TacticsLevels of Elementary Invasion Game ComplexityModifications for Elementary Invasion GamesProgressions for Teaching Elementary Invasion GamesScope and SequenceLevel ILevel IILevel IIITeaching Cues for Invasion Game SkillsSummaryChapter 12. Net and Wall Games at the Elementary LevelElementary Net Games Tactics and Levels of Game ComplexityModifications for Elementary Net and Wall GamesProgressions for Teaching Elementary Net and Wall GamesLevel ILevel IILevel IIISummaryChapter 13. Striking and Fielding Games at the Elementary LevelElementary Striking and Fielding Games TacticsLevels of Elementary Striking and Fielding Game ComplexityModifications for Elementary Striking and Fielding GamesProgressions for Teaching Elementary Striking and Fielding GamesLevel ILevel IILevel IIILevel IVSummaryChapter 14. Target Games at the Elementary LevelElementary Target Games Tactics and Levels of Game ComplexityModifications for Elementary Target GamesProgressions for Teaching Elementary Target GamesBowling as an Exemplar for Teaching Target GamesTarget Games LessonsLevel ILevel IILevel IIISummaryPart III. Lesson Plans for a Tactical Games Approach at the Secondary Level: Developing Sport PerformanceChapter 15. SoccerLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 16. BasketballLevel ILevel IILevel IIILevel IVSummaryChapter 17. LacrosseLevel ILevel IILevel IIILevel IVSummaryChapter 18. RugbyLevel ILevel IILevel IIISummaryChapter 19. Flag FootballLevel ILevel IISummaryChapter 20. VolleyballVolleyball TacticsTeaching VolleyballLevels of Tactical ComplexityLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 21. BadmintonLevel ILevel IILevel IIISummaryChapter 22. TennisLevel ILevel IILevel IIISummaryChapter 23. SoftballLevel ILevel IILevel IIILevel IVSummaryChapter 24. CricketLevel ILevel IILevel IIISummaryChapter 25. GolfSafetyInstruction TipsTactical Reality GolfLevel ILevel IISummaryChapter 26. BowlingOrganization of Lanes and EquipmentInstruction TipsLevel ILevel IILevel IIILevel IVSummary

Steve Mitchell, PhD, is associate dean in the College of Education, Health and Human Services, and a professor of physical education, at Kent State University in Ohio. He received his undergraduate and master's degrees from Loughborough University (England), where Teaching Games for Understanding was developed. He earned a doctorate in teaching and curriculum at Syracuse University. An avid soccer player and licensed coach, he has employed a tactical approach in teaching and coaching at the elementary, middle school, high school, and college levels since 1982. Mitchell is a member of SHAPE America and the Ohio Association for Health, Physical Education, Recreation and Dance.Judy Oslin, PhD, is a professor emeritus at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a doctorate in sport pedagogy at Ohio State University. Oslin has more than 35 years of experience as a physical educator and teacher educator. She has used the tactical approach with elementary, middle school, high school, and university students. Oslin has also presented numerous papers and workshops focusing on implementation of the tactical approach and the Game Performance Assessment Instrument at the international, national, regional, state, and local levels. Having retired in 2007, she now enjoys playing games (particularly golf and pickleball), traveling, hiking, camping, and staying fit by walking and weight training.Linda Griffin, PhD, is a professor in the College of Education at the University of Massachusetts at Amherst. She earned her bachelor’s degree from Black Hills State University, her master’s degree from Ithaca College, and her doctorate from Ohio State University. She has more than 35 years of experience as a physical educator and teacher educator. Her research and scholarly interest for over 20 years have focused on the teaching and learning of sport-related games through a games-centered approach grounded in constructivist learning. Throughout the United States and abroad, Linda has presented numerous papers and workshops focused on the tactical approach. Griffin served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. She is a member of SHAPE America, National Association of Sport and Physical Education (NASPE), National Association for Girls and Women in Sport (NAGWS), and American Educational Research Association (AERA). Griffin has also served as chair for the Curriculum and Instruction Academy, president of the Research Consortium, and a reviewer for various professional journals, including the Journal of Teaching in PE and Research Quarterly.

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• Part I. Tactical Games TeachingChapter 1. Tactical Games Explanation and ReviewRationale for a Tactical ApproachGame FrameworksGame PerformanceLevels of Tactical ComplexityTeaching Tactical Awareness and Skill AcquisitionImplementing a Tactical Games Approach Using This BookSummaryChapter 2. Preparing Students for a Tactical Games ApproachTraining Students to Play Small-Sided GamesTeaching Appropriate Sport BehaviorTeaching Rules and RoutinesTeaching During Game PlayPhysical Activity Considerations in Games Teaching and LearningPedagogical Considerations and Strategies for Promoting Moderate to Vigorous Physical ActivitySummaryChapter 3. Getting Started With Tactical Games TeachingConceptual Framework for Planning Tactical TeachingPutting the Planning Framework Into ActionThe Teacher and the Change ProcessImplementing PracticesSummaryChapter 4. Transfer as a Principle of Games Teaching and LearningTransfer of Tactical Knowledge in GamesImplications for Curriculum DevelopmentUltimate as an Example of Transfer in ActionSummaryChapter 5. Tactical Games Curriculum ModelAssumptions Underpinning a Tactical Games CurriculumConceptual FrameworkModel-Based InstructionSummaryChapter 6. Assessing OutcomesAssessment BeliefsAssessment StrategiesAssessing Learning OutcomesSummaryChapter 7. Aligning a Tactical Games Model With Content StandardsContent Standards in the United StatesContent Standards in EnglandContent Standards in AustraliaContent Standards in SingaporeTactical Games Alignment With the International BaccalaureateSummaryChapter 8. Digital Technology for Teaching Tactical Games and Enhancing Skill DevelopmentDigital PlanningTactical Awareness and Skill DevelopmentFormative Assessment and Self-AssessmentSummaryChapter 9. Teaching and Learning Social Justice Through Inventing GamesRevisiting the True Meaning of CompetitionTeaching Social Justice and Democracy in ActionSummaryChapter 10. Integrating Social and Emotional Learning Into a Tactical Games ApproachOverview of Social and Emotional LearningOverview of SEL Teachers and Their ClassroomsSituating Social and Emotional Learning Within a Tactical Games ApproachSummaryPart II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport FoundationsChapter 11. Invasion Games at the Elementary LevelElementary Invasion Games TacticsLevels of Elementary Invasion Game ComplexityModifications for Elementary Invasion GamesProgressions for Teaching Elementary Invasion GamesScope and SequenceLevel ILevel IILevel IIITeaching Cues for Invasion Game SkillsSummaryChapter 12. Net and Wall Games at the Elementary LevelElementary Net Games Tactics and Levels of Game ComplexityModifications for Elementary Net and Wall GamesProgressions for Teaching Elementary Net and Wall GamesLevel ILevel IILevel IIISummaryChapter 13. Striking and Fielding Games at the Elementary LevelElementary Striking and Fielding Games TacticsLevels of Elementary Striking and Fielding Game ComplexityModifications for Elementary Striking and Fielding GamesProgressions for Teaching Elementary Striking and Fielding GamesLevel ILevel IILevel IIILevel IVSummaryChapter 14. Target Games at the Elementary LevelElementary Target Games Tactics and Levels of Game ComplexityModifications for Elementary Target GamesProgressions for Teaching Elementary Target GamesBowling as an Exemplar for Teaching Target GamesTarget Games LessonsLevel ILevel IILevel IIISummaryPart III. Lesson Plans for a Tactical Games Approach at the Secondary Level: Developing Sport PerformanceChapter 15. SoccerLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 16. BasketballLevel ILevel IILevel IIILevel IVSummaryChapter 17. LacrosseLevel ILevel IILevel IIILevel IVSummaryChapter 18. RugbyLevel ILevel IILevel IIISummaryChapter 19. Flag FootballLevel ILevel IISummaryChapter 20. VolleyballVolleyball TacticsTeaching VolleyballLevels of Tactical ComplexityLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 21. BadmintonLevel ILevel IILevel IIISummaryChapter 22. TennisLevel ILevel IILevel IIISummaryChapter 23. SoftballLevel ILevel IILevel IIILevel IVSummaryChapter 24. CricketLevel ILevel IILevel IIISummaryChapter 25. GolfSafetyInstruction TipsTactical Reality GolfLevel ILevel IISummaryChapter 26. BowlingOrganization of Lanes and EquipmentInstruction TipsLevel ILevel IILevel IIILevel IVSummary

Steve Mitchell, PhD, is associate dean in the College of Education, Health and Human Services, and a professor of physical education, at Kent State University in Ohio. He received his undergraduate and master's degrees from Loughborough University (England), where Teaching Games for Understanding was developed. He earned a doctorate in teaching and curriculum at Syracuse University. An avid soccer player and licensed coach, he has employed a tactical approach in teaching and coaching at the elementary, middle school, high school, and college levels since 1982. Mitchell is a member of SHAPE America and the Ohio Association for Health, Physical Education, Recreation and Dance.Judy Oslin, PhD, is a professor emeritus at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a doctorate in sport pedagogy at Ohio State University. Oslin has more than 35 years of experience as a physical educator and teacher educator. She has used the tactical approach with elementary, middle school, high school, and university students. Oslin has also presented numerous papers and workshops focusing on implementation of the tactical approach and the Game Performance Assessment Instrument at the international, national, regional, state, and local levels. Having retired in 2007, she now enjoys playing games (particularly golf and pickleball), traveling, hiking, camping, and staying fit by walking and weight training.Linda Griffin, PhD, is a professor in the College of Education at the University of Massachusetts at Amherst. She earned her bachelor’s degree from Black Hills State University, her master’s degree from Ithaca College, and her doctorate from Ohio State University. She has more than 35 years of experience as a physical educator and teacher educator. Her research and scholarly interest for over 20 years have focused on the teaching and learning of sport-related games through a games-centered approach grounded in constructivist learning. Throughout the United States and abroad, Linda has presented numerous papers and workshops focused on the tactical approach. Griffin served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. She is a member of SHAPE America, National Association of Sport and Physical Education (NASPE), National Association for Girls and Women in Sport (NAGWS), and American Educational Research Association (AERA). Griffin has also served as chair for the Curriculum and Instruction Academy, president of the Research Consortium, and a reviewer for various professional journals, including the Journal of Teaching in PE and Research Quarterly.

Select Guide Rating

• Part I. Tactical Games TeachingChapter 1. Tactical Games Explanation and ReviewRationale for a Tactical ApproachGame FrameworksGame PerformanceLevels of Tactical ComplexityTeaching Tactical Awareness and Skill AcquisitionImplementing a Tactical Games Approach Using This BookSummaryChapter 2. Preparing Students for a Tactical Games ApproachTraining Students to Play Small-Sided GamesTeaching Appropriate Sport BehaviorTeaching Rules and RoutinesTeaching During Game PlayPhysical Activity Considerations in Games Teaching and LearningPedagogical Considerations and Strategies for Promoting Moderate to Vigorous Physical ActivitySummaryChapter 3. Getting Started With Tactical Games TeachingConceptual Framework for Planning Tactical TeachingPutting the Planning Framework Into ActionThe Teacher and the Change ProcessImplementing PracticesSummaryChapter 4. Transfer as a Principle of Games Teaching and LearningTransfer of Tactical Knowledge in GamesImplications for Curriculum DevelopmentUltimate as an Example of Transfer in ActionSummaryChapter 5. Tactical Games Curriculum ModelAssumptions Underpinning a Tactical Games CurriculumConceptual FrameworkModel-Based InstructionSummaryChapter 6. Assessing OutcomesAssessment BeliefsAssessment StrategiesAssessing Learning OutcomesSummaryChapter 7. Aligning a Tactical Games Model With Content StandardsContent Standards in the United StatesContent Standards in EnglandContent Standards in AustraliaContent Standards in SingaporeTactical Games Alignment With the International BaccalaureateSummaryChapter 8. Digital Technology for Teaching Tactical Games and Enhancing Skill DevelopmentDigital PlanningTactical Awareness and Skill DevelopmentFormative Assessment and Self-AssessmentSummaryChapter 9. Teaching and Learning Social Justice Through Inventing GamesRevisiting the True Meaning of CompetitionTeaching Social Justice and Democracy in ActionSummaryChapter 10. Integrating Social and Emotional Learning Into a Tactical Games ApproachOverview of Social and Emotional LearningOverview of SEL Teachers and Their ClassroomsSituating Social and Emotional Learning Within a Tactical Games ApproachSummaryPart II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport FoundationsChapter 11. Invasion Games at the Elementary LevelElementary Invasion Games TacticsLevels of Elementary Invasion Game ComplexityModifications for Elementary Invasion GamesProgressions for Teaching Elementary Invasion GamesScope and SequenceLevel ILevel IILevel IIITeaching Cues for Invasion Game SkillsSummaryChapter 12. Net and Wall Games at the Elementary LevelElementary Net Games Tactics and Levels of Game ComplexityModifications for Elementary Net and Wall GamesProgressions for Teaching Elementary Net and Wall GamesLevel ILevel IILevel IIISummaryChapter 13. Striking and Fielding Games at the Elementary LevelElementary Striking and Fielding Games TacticsLevels of Elementary Striking and Fielding Game ComplexityModifications for Elementary Striking and Fielding GamesProgressions for Teaching Elementary Striking and Fielding GamesLevel ILevel IILevel IIILevel IVSummaryChapter 14. Target Games at the Elementary LevelElementary Target Games Tactics and Levels of Game ComplexityModifications for Elementary Target GamesProgressions for Teaching Elementary Target GamesBowling as an Exemplar for Teaching Target GamesTarget Games LessonsLevel ILevel IILevel IIISummaryPart III. Lesson Plans for a Tactical Games Approach at the Secondary Level: Developing Sport PerformanceChapter 15. SoccerLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 16. BasketballLevel ILevel IILevel IIILevel IVSummaryChapter 17. LacrosseLevel ILevel IILevel IIILevel IVSummaryChapter 18. RugbyLevel ILevel IILevel IIISummaryChapter 19. Flag FootballLevel ILevel IISummaryChapter 20. VolleyballVolleyball TacticsTeaching VolleyballLevels of Tactical ComplexityLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 21. BadmintonLevel ILevel IILevel IIISummaryChapter 22. TennisLevel ILevel IILevel IIISummaryChapter 23. SoftballLevel ILevel IILevel IIILevel IVSummaryChapter 24. CricketLevel ILevel IILevel IIISummaryChapter 25. GolfSafetyInstruction TipsTactical Reality GolfLevel ILevel IISummaryChapter 26. BowlingOrganization of Lanes and EquipmentInstruction TipsLevel ILevel IILevel IIILevel IVSummary