Game sense in Physical Education

Game Sense in Physical Education

1. What is game sense? Why is it important for students in primary school? Why should it be used as a teaching approach? Examples of a game sense approach IN Physical education GAME SENSE

2. What is Game Sense? (1) Game Sense is a variation approach to Physical Education that stems from Teaching Games for Understanding ( TGfU ). Game Sense modifies games based on their category & design . By modifying & placing constraints on games, the game can be altered to fit a range of abilities of the developmental stage and highlight the game objectives in order to maximize participation . Game Sense does not emphasise skill development, but does emphasise the rules , skills and strategies required to play games to increase the appreciation of playing games in PE. Emphasis on the particular features of each game develops student’s tactical awareness and skill application . (Hopper, Butler & Storey , 2009, p.3-5)

3. What is Game Sense? (2) There are 4 general game categories. They are split up by the common characteristics, fundamental movement skills, tactical skills or primary rules of the game. They are: Invasion (Hockey, soccer, football, rugby) Net/Court/Wall (Volleyball, badminton, squash) Strike/Filed (Baseball, cricket, softball) Target (Golf, curling, archery) Learn more about these categories: ACHPER NSW Game Sense teaching sequence Warm-up Initial game Question & Answer / Setting new challenge Practice Task Game Progression Q&A (If necessary) Read more on http :// www.thephysicaleducator.com

4. What is Game Sense? (3) Game Sense aims for students to use their basic skills to feel successful in playing the game, & then develop more complex skills to engage in more complex games (Hopper, Butler & Storey , 2009, pp.5) The Game Sense approach positions the teacher as a guide instead of a coach. - Effective phrasing of questions can help guide players. There is an emphasis on developing smart & not just skilled players. Emphasis on change. If the game does not work, CHANGE IT. Game Sense is about learning & discovery and NOT just for the enjoyment & domination of competent students (ACHPER NSW).

5. Why is Game Sense important for students? Game Sense builds confidence & promotes team work in an environment where students can feel safe & confident in their abilities. The Game Sense approach aims to improve the basic fundamental movements that are relevant to each developmental stage. Educators want students to feel that what they are learning is meaningful to their lives. Game Sense provides a context to make the learning of skills & strategies meaningful by providing students with the opportunity to make calculated decisions, reflect on their learning & have time to think critically & exchange ideas. (Light, 2006, pp.9)

6. Why use Game Sense? STRENGTHS OF GS Game Sense is learner- centred. This means students don’t rely on teachers to ‘coach’ skills. Maximizes student participation (can be adjusted to reach all abilities) Game Sense incorporates all 5 PDHPE skills (Moving, Interacting, Problem Solving, Decision-Making, Communicating) Students develop an in-depth understanding of sport & PE. Students have FUN while playing GAMES ! Links with the NSW PDHPE Syllabus The Games & Sports strand aims to develop students competence & confidence in a broad range of games, sports & physical activity. Stage 2 Games & Sports Outcomes & Indicators: GSS2.8 Uses equipment efficiently, participate in a variety of modified games & sports, co-operates with & encourages teammates, practices & refines movement skills, explains how level of skill effects participation & demonstrates fun & safe ways of practicing skills.

7. Applying Game Sense Teachers that use Game Sense start with simple games & gradually build on these games by adding variations to make them more complex (Light, 2012) Teachers will pause the activity to discuss & debrief so that the key learning aspects of the game can be observed and understood. For example the teacher may ask: Where were the best places to run & receive the ball? What made it difficult to receive the ball? How did you overcome these challenges? What did you do? Unlike traditional teaching approaches to PE, Game Sense aims to develop smart players, not just skilled players (Pill, 2012)

8. References Hopper , T., Butler, J., Storey , B. (Eds.). (2009). TGfU …simply good pedagogy: Understanding a complex challenge (pp. 1-268). Ottawa, ONT. PHE- Canada. Light, R. (2006). Game Sense: Innovation or just good coaching?, Journal of Physical Education New Zealand . 39(1), 8-19. Retrieved from https://vuws.uws.edu.au/bbcswebdav/pid-1135013-dt-content-rid-13607783_1/courses/101576_2014_2h/101576_2013_1h_ImportedContent_20121127041828/G%20SENSE%20INNOVATION%20OR%20GOOD%20COACHING% 20LIGHT.pdf Light, R. (2012). Games Sense:Pedagogy for Performance, Participation and Enjoyment. Retrieved from http://www.ebib.com NSW Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney, Australia . Perry, K, A. (n.d.) Australian Council for Health, Physical Education and Recreation New South Wales . Retrieved from http ://www.achpernsw.com.au/SiteMedia/w3svc970/Uploads/Documents/ECT-%20Games%20for%20Understanding% 20Framework.pdf Pill, S. (2012). Teaching Game Sense in Soccer . Journal of Physical Education & Dance , 83(3). 42-. Doi 10.1080/07303084.2012.10598746