Scribd Logo
Upload

Welcome to Scribd!

  • 40 views

    Pe Weebly

    Uploaded by

    api-357530411
    Game sense is a student-centered approach to physical education where the focus is on the game itself rather than skills. It emphasizes collaboration between students to modify rules and problem solve during play. This develops tactical understanding and decision making skills while keeping activities fun. The teacher's role is to guide students and encourage participation, allowing them to make their own choices to suit their abilities. Game sense aligns with curriculum outcomes by developing movement skills and fostering teamwork, problem solving, and active lifestyles.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Pe Weebly

    Uploaded by

    api-357530411
    40 views7 pages
    Game sense is a student-centered approach to physical education where the focus is on the game itself rather than skills. It emphasizes collaboration between students to modify rules and problem solve during play. This develops tactical understanding and decision making skills while keeping activities fun. The teacher's role is to guide students and encourage participation, allowing them to make their own choices to suit their abilities. Game sense aligns with curriculum outcomes by developing movement skills and fostering teamwork, problem solving, and active lifestyles.

    Original Title

    pe weebly

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Game sense is a student-centered approach to physical education where the focus is on the game itself rather than skills. It emphasizes collaboration between students to modify rules and problem solve during play. This develops tactical understanding and decision making skills while keeping activities fun. The teacher's role is to guide students and encourage participation, allowing them to make their own choices to suit their abilities. Game sense aligns with curriculum outcomes by developing movement skills and fostering teamwork, problem solving, and active lifestyles.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    40 views7 pages

    Pe Weebly

    Uploaded by

    api-357530411
    Game sense is a student-centered approach to physical education where the focus is on the game itself rather than skills. It emphasizes collaboration between students to modify rules and problem solve during play. This develops tactical understanding and decision making skills while keeping activities fun. The teacher's role is to guide students and encourage participation, allowing them to make their own choices to suit their abilities. Game sense aligns with curriculum outcomes by developing movement skills and fostering teamwork, problem solving, and active lifestyles.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 7

    What is Game Sense?

    Game sense is a new and exciting teaching practice in


    PDHPE. Game sense is a student- centred approach
    where the major focus of physical education is on the
    game itself. This places the emphasis on the students
    and their ability to collaborate with each other and
    modify rules as they go (Light, 2012).
    Game sense encourages the students to have fun
    whilst participating in physical activity and enables them
    to develop a deeper level of understanding and
    increase tactical skills whilst playing the game (Towns,
    2007).
    Game sense requires teachers to have confidence in
    their students abilities and allow them to make decisions
    and to modify games how they see fit (Townsend, 2007).
    The teachers role is to be there to guide the students if
    they need and to be a source of encouragement and
    motivation.

    Game sense provides opportunities for students to think


    strategically about the game as a whole (Light, 2012).
    This enables students to become better decision makers
    throughout the game, whilst developing their gross motor
    skills in a realistic and fun environment.
    Bunker and Thorpe (1982) developed this earlier pedagogical model, which evolved
    into Game Sense as we know it today. Game Sense begins with the student or player
    and their understanding of how the game works. It then follows on to the student
    being aware of the game and provides them with the ability to use decision making
    skills to adapt the game to suit their needs. This decision making process is a clear
    example that students obtain an understanding of the game in order to be able to
    modify the game. It then finishes with skills and performance.
    Traditional sporting pedagogies, began with students learning and mastering the skills
    required to be able to begin to play the game. Bunker and Thorpes (1982) model is a
    clear representation that game sense is student- centred and inclusive to all skill levels
    and abilities.
    Rational: Why Teach Game Sense?
    We teach Game Sense education in PDHPE because it facilitates learning
    in a positive environment.
    Game Sense encourages team work between classmates and is an
    inclusive teaching pedagogy. It promotes student participation and
    collaboration.
    The Game Sense approach assists in developing self-esteem and self-
    confidence.
    Students are able to modify the game to meet their needs. As their skills
    increase, the game is able to become less difficult or more challenging.
    The focus is on the game, not the skills required, which enables students to
    have more fun.
    Students develop Fundamental Movement Skills as they are immersed in
    the game.
    Rationale Continued...
    Game Sense is a teaching pedagogy which is student-centred. It allows students to
    learn and develop gross motor skills whilst extending social skills, team work and
    collaboration skills. Teacher s will support positive interactions amongst the
    students, and be there to motivate and guide them as they participate in the
    game. Game Sense also provides students to opportunities to learn the tactical
    elements of the game or sport, rather than just being good players. This is
    achieved by the teacher explaining basic rules to the students, then letting them
    work out how the game is played and ways to increase skill effectiveness. This is due
    to the increase in the students understanding of the game as a whole.
    It is important that students focus on the game, rather than the skills needed to
    participate, as it provides a fun and energetic learning space. It is the teachers role
    to encourage the students and choose games that they think the students would like
    or even get the students involved in the choosing of the game. This positive
    environment enhances the likelihood of the students enjoyment of physical activity
    which increases levels of participation. This is achieved by supportive and
    encouraging teacher pedagogies which are at the forefront of Game Sense teaching
    practices. The Game Sense teaching practice enables all students to become
    involved at one time, so therefore, all students are active and participating as a
    group. Game Sense pedagogy increases the students self- esteem, self- confidence
    and enjoyment of physical activity which will increase the students likelihood to
    develop healthy and active lifestyles.
    Syllabus Content:

    Game Sense teaching pedagogy, relates closely to the NSW Board of Studies
    Syllabus (2007). This is evident in the Syllabus Content. Game Sense relates to the
    Skills Content. These include Moving, Problem Solving, Interacting and Decision
    Making.
    It also links to the Strands and Outcomes:

    Games and Sports (GSS1.8)


    Performs fundamental movement skills with equipment in minor games.

    Active Lifestyle (ALS1.6)


    Participates in physical activity recognising that it can be both enjoyable and important
    for health.

    Interpersonal Relationships (IRS1.11).


    Identifies the ways in which they communicate, cooperate and care for others.
    Reference List

    Board of Studies NSW. (2006). Creative arts K-6 syllabus. Sydney,


    Australia: Board of Studies New South Wales.

    Bunker, D., & Thorpe, R. (Eds.). (1982). Reflecting on the teaching


    of games. Bulletin of Physical Education Special Edition, 18(1).

    http://www.activehealth.uow.edu.au/gamesense/index.html

    http://www.rfu.com/takingpart/coach/coachresourcearchive/technic
    aljournalarchive/~/media/files/2009/coaching/articles/technicaljour
    nal/2007/2ndquarter/gtownsendgame20sense20article.ashx

    https://www.sportingschools.gov.au/resources-and-
    pd/...for.../game-sense-approach

    Light, R. (2012). Game sense: Pedagogy for performance,


    participation and enjoyment. Routledge.

    You might also like