rose's phdpe
TRANSCRIPT
Game Sense Approach to Teaching PDHPE
WHAT IS GAME SENSE?• Also known as teaching games for
understanding (TGFU)
• Game-sense is a teaching approach that focuses on the development of tactical and strategic thinking through the use of games.
HOW GAME-SENSE WORKS
• It works by manipulating and modifying aspects of time, risk or space within games
• Allow students learn as they play and question why as opposed to how
• The approach assists skill development by allowing students to capitalise on opportunities which arise within a game environment.
WHY IS GAME-SENSE IMPORTANT?
• Inclusive for all students regardless of ability levels
• Games can be modified to suit varied skill levels
• Always introduces new techniques making games fun and engaging
• Uses minor skills to build skill competency
WHY DO WE USE GAME-SENSE IN 6M?
• Effective way of developing skills
• Fun and engaging • Focuses on students
learning
• Student-centred• Everyone can participate and succeed• Individual needs are met
STRENGTHS AS A TEACHING APPROACH
• Non-directive teaching approach• Involves the use of questioning to stimulate student thinking• Allows students to understand the ways in which many skills
& tactics are transferable across different games/sports
• Challenges students to reflect on participation
• Assists skill development in an enjoyable context
• Challenges students to become autonomous thinkers through problem-solving, decision-making, spatial awareness, and risk-taking
REFERENCES Pill, S., (n.d.). Teaching games for understanding. Australian Council for Health, Physical Education and Recreation. Retrieved October 2, 2014, from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
Games sense approach to practical lessons. (n.d.). Retrived October 2, 2014, from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
Retrieved October 2, 2014, from http://www-tandfonline-com.ezproxy.uws.edu.au/doi/full/10.1080/1740898042000294949