Page 34 - TGfU & Mini Game Flip Book

18 TGfU & MINI GAME

The technical model (TM) lessons are considered
too structured, with warming up activities and skill drills
as the main components and students lack of chances to
play in game play. The emphasis of this technical model
is on acquiring technical skills for game play, while the
cognitive skills essential for effective participation in
games are often undermined (Turner & Martinek, 1999).
The technical model follows the following structure: first
with warm-up, skill development, modified game, and
then the actual game. As a result, it is suggested that
students fail to transfer the skill and knowledge, tactical
decision making elements of game performance to game
play.

Technical model assumes there is only one right
way to perform a skill, but we know from observation of
elite sports people that they don’t kick the ball or swing
the racquet frequently like the ideal model. Successful
sport athletes often do not have perfect stylized
technique, frequently having individual technique
differences and successful unorthodoxies. The other
problem with this technical approach is that the thinking
and problem solving aspects required for successful game
performance are not central to the initial learning as
the technical requirements are isolated from the game
in skill drills. This traditional technical approach begins
with the question, “How is this skill performed?” and
then focuses on teaching the skills of the game before
putting the skills into practice. It conditions participants
to attention technique during activity and not the joy of
being active. The reality is that the majority of players
wishes to play and have fun, and so coaching with
excessive emphasis on the technical requirements of the