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    Game Sense

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    The Game Sense approach is a pedagogical model for teaching physical education through modified games. It involves designing a progression of small-scale games that increase in complexity, allowing students to develop skills within a game context. This approach fosters participation and higher-order thinking while also developing fundamental movement skills. The teacher acts as a facilitator, using questioning to encourage critical reflection. Game Sense aligns with constructivist learning theories and supports an inquiry-based approach to teaching physical education based on student-centered learning.

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    Game Sense

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    27 views7 pages
    The Game Sense approach is a pedagogical model for teaching physical education through modified games. It involves designing a progression of small-scale games that increase in complexity, allowing students to develop skills within a game context. This approach fosters participation and higher-order thinking while also developing fundamental movement skills. The teacher acts as a facilitator, using questioning to encourage critical reflection. Game Sense aligns with constructivist learning theories and supports an inquiry-based approach to teaching physical education based on student-centered learning.

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    The Game Sense approach is a pedagogical model for teaching physical education through modified games. It involves designing a progression of small-scale games that increase in complexity, allowing students to develop skills within a game context. This approach fosters participation and higher-order thinking while also developing fundamental movement skills. The teacher acts as a facilitator, using questioning to encourage critical reflection. Game Sense aligns with constructivist learning theories and supports an inquiry-based approach to teaching physical education based on student-centered learning.

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    Download as pdf or txt
    27 views7 pages

    Game Sense

    Uploaded by

    api-460417922
    The Game Sense approach is a pedagogical model for teaching physical education through modified games. It involves designing a progression of small-scale games that increase in complexity, allowing students to develop skills within a game context. This approach fosters participation and higher-order thinking while also developing fundamental movement skills. The teacher acts as a facilitator, using questioning to encourage critical reflection. Game Sense aligns with constructivist learning theories and supports an inquiry-based approach to teaching physical education based on student-centered learning.

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    of 7

    GAME SENSE

    Personal Development, Health and Physical Education


    WHAT IS GAME SENSE?

    • The Game Sense Approach is based on the research of Rod


    Thorpe, who developed the Teaching Games for Understanding
    (TGfU) framework in the 80s (Light, R., Curry, C., & Mooney, A.
    2014).
    • This approach involves designing and implementing a series of
    small scale, modified games that progressively increase in
    complexity, until students are playing complete games (Light, R.
    et al, 2014). The benefit of gradually increasing the complexity of
    these games, is that student skills are able to grow and be
    implemented in an actual game context, and by starting with
    games of low complexity it means that students of all skill levels
    are able to participate.
    • The Game Sense Approach is often criticised for neglecting the
    teaching of fundamental movement skills, however these skills
    are developed in a contextual way which allows all students to
    participate while mastering the skills necessary for the game in
    mind (Light, R. 2006).
    • Game Sense Approach not only fosters the participation of
    students at all skill levels, but also promotes higher order
    thinking skills by providing opportunities for decision making,
    problem solving, self-direction, collaboration and
    development of strategy (Light, R. et al, 2014).
    • A key aspect of Game Sense Approach is questioning by the
    teacher/ coach to inspire critical reflection and consideration
    of the game played (Light, R. 2006). Not only does this allow
    students to take control of their learning and participation, but
    also allows for deeper understanding of the game concept
    (Light, R. 2006).
    • The Game Sense Approach is supported by both Piaget’s
    constructivist theory (Light, R. 2006) and Vygotsky’s social
    constructivist theory (Light, R. et al, 2014). Constructivism
    suggests the importance of students building upon their prior
    W H AT I S G A M E S E N S E ? knowledge and experience to learn and create knew
    CONTINUED knowledge, while Vygotsky furthered this theory by adding
    that the social context in which this is done is significant, and
    that without the social context this construction of knowledge
    and understanding would not be possible.
    WHY GAME SENSE?

    • My positive experience with PDHPE education, inspires me to


    create the best experience possible for my students. This includes
    creating a positive environment for student learning as well as
    equal opportunity for student participation and understanding.
    • For this to be possible, students need to appropriately participate
    in physical education. The Game Sense approach is inclusive in
    that it allows for students of all skills level to participate while
    developing these skills.
    • The use of games in physical education is not only beneficial in
    developing the fundamental movement skills, it is also, arguably,
    a lot more fun and engaging for students and will support their
    interest in PE.
    P D H P E P E DAG OGY

    • My overall teaching pedagogy supports and relies on student


    centred, and inquiry-based approaches, both of which are key
    elements in Game Sense.
    • When implementing game sense, teachers act as the facilitator
    for student learning, while they guide student reflection through
    questions, students have the power to reflect and come to their
    own understandings of the content.
    • Developing and testing tactical strategies throughout these
    games allows students to make connections, between their body
    and time and space. It also allows collaboration between
    students to figure out the most effective ways to implement the
    skills they have learned.
    G AME SE NSE AND T H E SY L L AB US

    • In order for active and positive student participation in physical


    education, students need to feel supported in their development.
    Game Sense provides an engaging and fun way for positive
    development of both fundamental movement skills as well as
    specialised movements skill which may be relevant to a specific sport.
    • The PDHPE syllabus places a great deal of importance on this
    development of both fundamental and specialised movement skills,
    both of which are developed and supported through Game Sense.
    • It is just as important however, that game sense supports the critical
    objectives of the subject syllabus itself. The knowledge and
    understandings of both physical skills and their implementation, is
    developed through questioning and immediate critical reflection on
    activities.
    • I believe that implementing Game Sense supports the teaching
    pedagogy I wish to teach within.
    REFERENCES

    • Light, R. (2006). Game Sense: Innovation or just good coaching?. New Zealand

    Physical Educator, 39(1), 8.

    • Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering

    quality teaching in physical education. Asia-Pacific journal of health,

    sport and physical education, 5(1), 67-81.

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