1994．第4卷第2期（Vol. 4 No. 2）．pp. 4348
Innovation of Games Teaching
At present, many P.E. teachers in Hong Kong adopt the skill-based approach to teach their children. Numerous drawbacks to this approach have been identified. To cite a few: children know very little about the games; they achieve little success in the games, and they lack cognitive training (Bunker and Thorpe, 1986). The purpose of this study is to invite all P.E. teachers to re-consider their current teaching approach for games. In 1982, an innovating approach for games teaching, Teaching for Understanding, was initiated by Thorpe and Bunker, both P.E. lecturers at the Loughborough University of Technology in England. The emphasis shifts from skill-based to tactical consideration in a game. The concept of space, attack and defence bases are introduced. Through this approach, children achieve a new level of skillful performance at his or her own ability. They learn how to make decisions based upon tactical awareness, and they retain their interest and involvement in the game. Following this initiative, many P.E. professionals in England reacted actively and positively by contributing papers, articles and organizing projects and workshops to supplement and support this innovation. Today, this approach is widely accepted throughout the world such as U.S.A., Australia and New Zealand. It is high time, I think, for P.E. teachers in Hong Kong to consider and adopt this new approach.