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