2. WHAT IS GAME SENSE?
Game Sense is changing the traditional teaching and
coaching methods of physical education.
Game Sense can be described as introducing smaller
aspects of an activity, before playing the full version of a
game.
Rules can be added or removed if necessary.
Game Sense can be the focal point of a lesson/session.
It is a quite recent approach.
It involves engaging players by using questions regarding
the tactical and technical components of play (Light, 2006).
3. WHY GAME SENSE?
The majority of individuals enjoy physical education, not
only because of all the benefits that it offers, but because it
can be occasionally fun.
Game Sense aims to make learning always fun, but
productive and educational at the same time.
Game Sense meets the needs of more children.
It is a process guided by the coach/teacher, whose role is to
assist the students/players with any issues or questions.
Unfortunately, research of the Games approach is still
rudimentary. However, in several countries it has already
affected certain coaching methods.
For example, “In England, the games approach informs much
of soccer/football at al levels” (Light, 2006).
4. BEST WAY TO LEARN
The aim of any sport is usually to:
- Improve skills, exercise/getting active/fit, socialisation.
Although technique and precision are vital aspects of sport,
focusing on them is not always the ideal way to improve
them. Hence, why Game Sense was invented (Pill, 2016).
By concentrating on Game Sense over continuous technique
practice, players/students are taught to be strategically
conscious which improves their decision-making skills.
Game Sense does not always have to involve playing a full
game, e.g. an entire game of soccer or Oz tag. This allows
students to focus on smaller aspects of the game which
creates a deeper understanding.
Not only this, students will be excited to learn more aspects
of the game over a period of time.
5. FUNDAMENTAL MOVEMENT SKILLS
(FMS)• Fundamental Movement Skills involve
locomotor, manipulative and balance
skills. There are also several movements
including, two hand strike, dodge and
catch.
• Teachers can adopt Fundamental
Movement Skills as an assessment
strategy, which can be used to influence
their future physical education lessons.
• Research suggests that Fundamental
Movement Skills are the prior knowledge
that students require, before
participating in physical activities
including Game Sense (Clark et al., as
cited in Jaakkola et al., 2015).
6. RATIONALE
Nowadays, there are extreme health concerns regarding
individuals, and especially children’s increased
sedentary lifestyles (BOS, NSW, 2014).
Game Sense encourages more children to get involved
as not every child wants to learn how to play a specific
sport via the traditional method. Therefore, those
students can adopt the Game Sense approach instead.
A lot of children in this current day and age do not want
to be physically active. Therefore, when they hear the
term ‘game’, they instantly think of ‘fun’, which
intrigues them to get involved.
7. RATIONALE• Game Sense does not have to involve
competition.
• Games are listed within the PDHPE Syllabus
(BOS, NSW, 2014).
• Games aid the development of student’s
competence and confidence (BOS, NSW,
2014).
• Game Sense provides a learner centred
approach.
• Although the Game Sense approach is a
recent idea, many of the components of it
have been around for quite some time (Light,
2006).
8. RATIONALE
The syllabus (BOS, NSW, 2014) requires students to
learn a variety of skills, including:
- Communicating
- Decision Making
- Interacting
- Moving
- Problem Solving
Game Sense provides students with the opportunity for each of
these elements, for example, soccer uses each of these aspects.
Games are incredibly fun, so if children can learn and have fun
at the same time, why would anyone deprive them of that?
9. REFERENCES
Board of Studies NSW. (2007). NSW Syllabus for Australian Curriculum; PDHPE K-6. Retrieved from http://educationstandards.nsw.edu
.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-6-syllabus
Jaakkola, T., Yli-Piipari, S., Huotari, P., Watt, A., & Liukkonen, J. (2015). Fundamental movement skills and physical fitness as Predictors
of physical activity: A 6-year follow-up study. Journal of Medicine and Science in Sports, 26(1), 74-81. Retrieved from http://onlineli
brary.wiley.com.ezproxy.uws.edu.au/doi/10.1111/sms.12407/full
Light, R. (2006). Introduction: The games approach to coaching. Journal of Physical Education New Zealand, 39(1), 5-7. Retrieved from
https://vuws. westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_2582211_1&course_id=_214
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Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1), 8-19. Retrieved from
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-297.
doi: 10.1080/13573322.2014.91252
