G A M E

S E N S E

Why PDHPE in Schools?

Personal Development Health and Physical Education (PDHPE) is one of the six key learning areas (KLA’s)

within the NSW Primary School Curriculum.

When teaching physical education lessons, teachers use a variety of approaches to meet students needs

and learning abilities. One new approach that teachers are finding useful is Teaching Games for Understanding Approach (TGfU)

also known as ‘Game Sense’.

Game Sense

Come along with me and my friends to find out about ‘Game Sense’; what it is, how we engage in ‘Game Sense’ activities, the skills we learn from

these activities and why ‘Game Sense’ is the best approach when teaching PE.

What is Game Sense?

"Game Sense" uses games as a learning tool to

increase motivation of playersdevelop tactical and strategic

thinking

improve skills for further game participation

Game Sense Approach

A ‘Game Sense Approach’ provides an ideal means through which teachers can address the Quality Teaching Framework in the teaching of

games and sport.

The Game Sense approach is a variation of Bunker and Thorpe’s Teaching Games for

Understanding (TGfU) model. The Game Sense approach became prominent in Australia

following a visit by Rod Thorpe to Australia in 1996.

Game Sense Approach

The Games Sense approach is a student-centred and inquiry-based approach that

allows students to develop and enhance their skills and understandings while being actively

involved in the game.

All games and sports have tactics, strategies and techniques which players need to master before they can

effectively participate in particular games and sports. Through game sense approaches such as participation in modified games students can learn these skills they than

can transfer to the specific sports.

Game Sense Approach

Game Sense encourages problem solving through the use of physical activity. Through

‘Games Sense’ approaches students are placed in situations where decision making and

problem solving are essential for successful performance.

Game Sense approaches focus on strategies such as questioning to stimulate thinking about the game instead

of using a more direct teaching or coaching approach. The teacher prompts cues throughout student

participation. Students further learn skill development.

Game Sense Approach

If you would like to know more about ‘Teaching Games for Understanding (TGfU) - Game Sense Approaches,

you can visit this ‘youtube’ link: http://www.youtube.com/watch?v=RKzAbB2Lg6U

Game Sense integrates physical, intellectual and social learning. Children can learn and

understand similarities between games and explore common principles.

Game Categories

These are identified in the PDHPE syllabus as invasion games such as soccer, touch football and netball;

target games such as golf, archery and bowls; court and net games such as volleyball, tennis and

badminton; and striking and fielding games such as cricket and softball.

The ‘Game Sense’ approach categorises team games into four groups. The division of these games into the four categories is based on the physical characteristics of the game, the fundamental skills required and the

tactical problems or primary rules of the game.

Game Sense in Action

The concept of the game was for student’sto defend their goal, and strike, work together to ‘defeat’ the opposing team by snatching the tags ‘snag-the-tag’ off the opposing team and

kicking the soccer ball into their try line.

Yesterday Miss Vangarden took 3V out on the field to play an invasion game

called “snag-a-tag”.

The game was a modified version of soccer, netball and oz-tag. We used a range of

game tactics from each. The game tactics and skills increased in complexity as the game progressed and

new rules and game changes were made. This required us to collaborate, make decisions and use

existing and learning new skills.

Outcomes We Achieved

Games and Sports

GSS2.8 - Participates and uses equipment in a

variety of games and modified sports.

practises and refines movement skills in a variety of games demonstrates efficient ways of using equipment while

working cooperatively with others demonstrates a range of skills in practices and modified

games, eg throwing and catching in moving and stationary positions

Interacting

INS2.3 - Makes positive contributions in group

activities.

CommunicatingCOS2.1 - Uses a variety of ways to

communicate with and within groups.

Skills Developed in Game Sense

Fundamental Movement Skills1) Locomotor skills, such as running,

jumping, hopping, galloping and skipping.

2) Balance, this is where the body remains in the same place though moves around its horizontal and

vertical axes.

3) Ball skills, such as catching, throwing, kicking and striking

Links to Syllabus

Active Lifestyle

Ways to be Active

- skill development activities

- skill practice in minor games

- minor games with high level of participation

- regular participation in daily activity

Decision MakingSchool and Play Safety

Links to SyllabusGames and Sports

Non-locomotor Skills - stretch/bend/twist, dodging,

swinging and balancing

Locomotor Skills - running/sprinting, dodging – side stepping and

jumping/landing

Manipulative Skills – throwing, pitching, fielding/catching, dribbling, change

direction, striking/hitting, kicking and passing.

Games - spatial awareness, creating space and positional awareness

Minor games - chasing games, ball games/relays, territorial games and

modified games

Playing the Game - safety considerations, fair play, teamwork, benefits of

and influences on participation, roles/responsibilities,

effort and practice, competition,

rules/tactics/strategies

Why Game Sense?Teachers Note

These outcomes include my students gaining an understanding of :

- the aim of the game.- the skills and tactics needed for success.

- the skills and tactics they learn are transferable to other games and sports.

Teachers Note

The strengths of teaching a Game Sense approach is students participate in decision

making, tactics, problem solving and students skill development are consistently

developing throughout the game.

Through a Game Sense approach students also have the opportunity to develop self-

expression, socialisation skills and their conflict resolution skills, whilst incorporating the knowledge

essential for a healthy lifestyle.

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References

Australian Government Australian Sports commission (n.d). Sports coach: Teaching games for understanding (TGfU). Retrieved 23rd September from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding

Australian Sports Commission. Youtube link. Coaching - Game Sense - Part 2. retrieved 23rd September from http://www.youtube.com/watch?v=RKzAbB2Lg6U

Brookes, L. (n.d). How game sense approach in physical education can develop cognitive thinking. Physical education. Somerville House.

Curry, C. (2011). Using the game sense approach to deliver quality teaching in physical education. Engaging learning. Retrieved 23rd

September 2014 from http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-deliver-quality-teaching-in-physical-education/

Curry, C. (2011a). Using the game sense approach in physical education. Engaging learning. Retrieved 23rd September 2014 from http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-in-physical-education/

Google. (2014). Google images. Retrieved 23rd September from https://www.googleimages.com.au.

Light, J. (2012). Game Sense. Pedagogy for Performance, Participation and Enjoyment. Routledge studies in physical education and youth sport. Routledge: UK.

Light, R. (2002). Engaging the body in learning: Promoting cognition in games through teaching games for understanding. ACHPER Healthy Lifestyle Journal, 49(269-87).

References

Light, R. (2003). The joy of learning: Emotion and learning in games through teaching games for understanding. Journal of physical education New Zealand. (p.93-99).

New Zealand Rugby Union. (2014). Coaching toolbox. Game development: Game sense. Retrieved 23rd September 2014 from http://www.coachingtoolbox.co.nz/table/game-sense/

NSW Government. (n.d). PDHPE: Game sense to practical lessons. CS Feature Article. Retrieved 23rd September 2014 from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf

NSW Government. (2011). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and sports. Games categories. Retrieved 23rd September 2014 from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games_002.htm

NSW Government. (2011a). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and sports. Retrieved 23rd September 2014 from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games.htm

Pearson, P., Webb, P., & McKeen, K. (2005). Linking Teaching Games for Understanding (TGfU) and Quality Teaching (QT). Game Sense youtubeclip: http://www.youtube.com/watch?v=RKzAbB2Lg6U