2. What is the ‘Game sense’ approach in PDHPE?
• Game sense is a student-centred approach as it places emphasis on
students needs and abilities over the importance of the game
(Mandigo et al., 2008).
• Game sense is used as a means of replicating game conditions
• Game sense contrasts with technique based, directive approaches
• Skill is developed in game sense through contextual approaches that
focus strongly on the game (Light, 2006)
• Game sense approaches rest upon the theory of constructivist
pedagogy – learning through experience and social interactions (Light,
2004)
3. Skills we learn through our under the
sea PDHPE adventures.
Moving – Demonstrating maturing performance in basic movement and
compositional skills
Problem Solving: Drawing on past experiences and real life context to solve
problems
Decision making: recalls knowledge from past experiences in making decisions
Communicating: communicates appropriately both verbally and non verbal
Interactions: Develops positive and healthy relationships with others
5. Intellectual quality
is evident in the Game Sense approach as it bases its learning on core concepts
of manipulating space and time in invasive games. Additionally, it requires
active construction of knowledge when students are engaged in higher-order
thinking and communicating about what they have learnt or are learning.
(Light, 2014)
Quality learning environment
“A high quality learning environment allows students and teachers to work
productively in an environment that is clearly focused on learning as is done in
Game Sense. Game sense provides tasks that are challenging enough to extend
and engage students which are achievable with game design and planned
management. Quality learning environments also promote positive relationships
between teachers and students.” (Light, 2014, p.3)
Significance
“For learning to be relevant, students must see the significance of what and
how they learn for living in their own worlds. It is evident when students
understand how broader and deeper learning developed in school is applicable
in, and useful for, life outside. In Game Sense this should go beyond the tactical
overlap between games practised at school and sport played outside school to
include learning how to learn in all areas of life.” (Light, 2014, p.4)
6. Rationale
• Game sense approach is playing a game
followed by questions about the game.
• It is a holistic model that focuses on an
the student’s social, physical and
intellectual skills.
• Students are encouraged to reflect on
their participation throughout game
play in order to progress their
knowledge
7. Game Sense strengths
Game sense focuses allows students to have fun while
learning, and encourages healthy, active and fulfilling lives.
Students engage in social skills in both verbal and non-verbal
ways through interactions with their peers in game play
Game sense assists students to develop leadership skills
Game sense aids development of other skills, for example,
decision making and problem solving through game play.
8. Game sense example:
Key questions:
(1) How did you decide
whether to run with the
ball or pass it?
(2) Was it more effective to
move the ball quickly or
slowly? Why?
(3) How do you go about
creating a gap (or space) in
the defensive zone? (Draw
defender/Run at
defence/create 2 v 1).
(4) Defenders – how do you
work together in order to
prevent space for the
attacking team?
Source:
http://www.aflcommunityclub.com.au/fileadmin/user_upload/Coach_AFL/Drills__Skills_and_Tactics/Coaching_Tips/Game_Sense.pdf
9. Teaching the syllabus with game sense:
-Develop knowledge, understanding, skills, values and attitudes
needed to lead a healthy, active and fulfilling life.
10. References
Light, R. (2004). Coaches’ experience of Game Sense: Opportunities and Challenges, Physical
Education and Sport Pedagogy, 9(2), 115-131. Doi: 10.1090/1740898042000294949
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical
Education, 39(1), 8-19.
Light, R. (2014). Quality teaching beyond games through Game Sense pedagogy. University of
Sydney Papers in HMHCE – Special Games Sense Edition 2014. Retrieved October 04, 2016,
from
https://sydney.edu.au/education_social_work/research/centres_and_networks/ADPN/HMHC
E-papers/resources/HMHCE_GS_Ed_Article_01_2014.pdf.
Mandigo, J., Holt, N., Anderson, A., Sheppard, J. (2008). Children’s motivational experiences
following autonomy-supportive game lessons. European Physical Education Review, 14(3),
407-425
