THE GAME SENSE APPROACH

By: Melek Sinmaz - 17464550

Guide for Parents

WHAT DOES THIS POWERPOINT COVER

What is a game sense approach?

How does this link to the curriculum?

The strengths and benefits it has as a

teaching approach?

Why we choose this approach?

Some Suggestions for parents

The game sense is an effective approach for teaching sport to the

students because this is a student centred approach which focuses

on teaching tactical and strategic thinking whilst teaching sport-

specific motor skills (Pill, 2012). This means that while the students

are engaging in the activity, they are able to develop the required

skills and understanding on their own.

This approach was ideally to challenge the traditional way of

teaching sport, which mainly emphasized on “how” to reach

proficiency in a particular skill rather than giving the students some

context and purpose as to “why” that skill is required for that task

Werner, Thorpe and Bunker, 1996). Hence game sense encourages

students to engage in modified games while learning the skills

subconsciously.

WHAT IS THE GAME SENSE APPROACH

The main focus of this approach is to put the students in situations

where, thinking strategically and effectively solving problems is vital to

successfully complete the given activity (Pill, 2008).

Teachers in-cooperate questions within the games to allow the students

to think critically and strategically. For example the teacher will often

ask the students between activities, why they have chosen to do

something a particular way, if it was effective, what they could do next

time differently and what skill they needed in order to be successful in

the game.

Moreover teachers modify and increases the complexity of the game as

it progresses in order to allow the students to develop the skill at an

appropriate time, also to increase engagement (Pill, 2008).

The game sense approach is divided into four categories:

GAME SENSE APPROACH SEQUENCE

LINKING GAME SENSE APPROACH TO THE CURRICULUM

The game sense approach links directly with the Stage 2 PDHPE Syllabus. Using this method students are able to develop many of the skill outcomes in the syllabus.

These include:

- COS2.1 (Communication)- Students learn to communicate with and within groups whilst playing the team sport.

- DMS2.2 (Decision making)– Students learn to make decisions as an individual and as a group member.

- INS2.3 (Interacting) - Students are able to help others to achieve set goals, i.e. winning the game.

- MOS2.4 (Moving) – Students are able to display movement skills appropriate to familiar or new situations.

- PSS2.5 (Problem solving)- Students are able to identify some limitations or problems in an activity and can propose a solution in Q&A time of the lesson.

- GSS2.8 (Games and sports outcome) – Students are able to participate in a variety of games and modified sports.

(Board of Studies NSW, 2007)

THE STRENGTHS AND BENEFITS IT HAS AS A TEACHING APPROACH

This is a very effective way to encourage students to get active as there is a great increase in young students becoming overweight.

This approach not only teaches the students the physical skills of the sport it also helps them to further develop their communicating skills. This is done by blending the physical aspect with the “embodied conversation” or verbal aspect within the one lesson, in which is repeated in various parts of the lesson (Light & Frawn, 2003,p.162).

WHY WE CHOOSE THIS

APPROACH? The reason we choose this approach is simple:

It’s fun & it works! This approach assists in building going students’

confidence, encourages students to engage in team work and is fun.

Students enjoy the modifications and how the complexity increases as the game, hence when students enjoy

Moreover through the four types invasion, striking, target and netball/court games it is clear that the students have the potential to further improved their basic fundamental movement skills and actually could identify which skill they need and why for the specific game/sport.

Our school motto is – “Everyone has a fair go!”.

The game sense approach is encouraging students to all have a go and become active.

Our aim is to produce a: Happier, Healthier and More Active generation

SOME SUGGESTIONS FOR PARENTS AND/OR CARETAKERS

As the parents you too could reinforce this idea of the game sense approach in your own homes or when playing with your children at the park.

What you need to do is ask your children questions like;

- What did you do in this situation that worked well?

- What didn’t? - How could be done differently to make this

game a little bit harder ? As parents/caretakers we should encourage

our children to engage in sports and be active.

AS A RESULT ORANGE RIVERFALLS PUBLIC SCHOOL BELIEVES THAT-

HAPPY STUDENTS = HAPPY SCHOOL!

REFERENCE

Board of Studies NSW (2007). English K-6: Personal Development, Health and Physical Education Syllabus. Sydney: Board of Studies.

Light, R., & Frawn, R. (2003). Knowing The Game: Integrating Speech and Action in Games Teaching Through TGfU. Quest, 55(2),162-163.

Pill, S. (2008). Teaching Games for Understanding. Australian Council for Health, Physical Education and Recreation, 29 (2), Retrieved from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding

Pill, S. (2012). Teaching Game Sense in Soccer. Journal of Physical Education, Recreation & Dance, 83(3), 42-46,52. Retrieved from http://search.proquest.com/docview/931110963?accountid=36155

Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching Games for Understanding: Evolution of a Model. The Journal of Physical Education, Recreation & Dance, 67(1), 28-33.