2. WHAT IS
GAMESENSE?
‘Game Sense’ is an approach that utilises games as the focal point
of a lesson.This encourages students to have fun while developing
various skills.
The ‘Game Sense’ approach allows students to develop their own
physical skills and understandings while participating in a group
activity/game. (Audit Office of New SouthWales, 2000)
This learning approach is student-centred, meaning that students
are able to develop their problem solving skills through the use of
physical activity. (Pill, 2014)
‘Game Sense’ creates a unique, yet effective learning experience
for the students.
3. ‘Game Sense’ also involves self-discovery. Students are able to
reflect on their abilities as they acknowledge their strengths and
weaknesses involving their overall participation.
The ‘Game Sense’ approach separates team sports into four
different areas. Below are some examples of each area:
Invasion games: soccer, basketball, netball, etc.
Target games: golf, curling, disc golf, etc.
Net and wall games: volleyball, tennis, badminton, etc.
Striking and fielding games: cricket, softball, baseball, etc.
(Hopper et al., 2009)
4. The ‘Game Sense’ approach enables students to further enhance
their fundamental skills.These skills are split into three different
categories:
Locomotor skills: Running, hopping, jumping, skipping, galloping,
leaping, and dodging.
Non-Locomotor skills: Balance, bend, sway, twist, and turn.
Manipulative skills:Catching, throwing, and kicking.
Get Skilled: Get Active (NSW DET, 2000)
5. RATIONALE /
STRENGTHS
The ‘Game Sense’ approach contains many strengths in an
educational setting.One vital strength is that it promotes team
work amongst the students.
It teaches students how to adjust to a game that has been altered.
This gives students a chance to develop their problem-solving
strategies and not depend on instructions from the teacher.
The students will feel more motivated to participate since they will
be learning in a hands-on environment.This also promotes inquiry
learning.
Students are encouraged to become more tactically aware and
make better decisions during any game. (Audit Office of New
SouthWales, 2000)
A ’Game Sense’ approach will encourage children to delve into an
active lifestyle.This will provide long-term health benefits.
(Aggleton et al., p. 59, 2010)
6. LINKSTO
PDHPE
SYLLABUS
CONTENT
The ‘Game Sense’ approach links to the following outcomes in the PDHPE
NSW syllabus:
Communicating: Being able to express ideas and opinions; being able to listen
attentively and respond appropriately; being able to use negotiation, conflict
resolution, refusal and assertiveness skills effectively in a range of situations.
Decision making: Making informed decisions; being able to use information
gained to inform future decision making; making collective decisions for the
common good.
Interaction: Working cooperatively as a group member; generating and abiding
by rules for common benefit; developing and maintaining friendships; offering
assistance and encouragement to others.
Moving: Participate regularly in a range of games and sports; demonstrate
mastery of fundamental movement skills; create and perform sequences of
movement with variation in movement quality.
Problem solving: Gathering relevant information by observing, questioning and
researching; generating alternative ways of resolving problems; using a range of
problem-solving strategies; selecting the most appropriate solution; identifying
people who can assist; carrying out a plan and reflecting on the results.
(Board of Studies, 2007, p. 11)
7. TEACHING
APPROACH
INTHE
CLASSROOM
In order to enact the ‘Game Sense’ approach, the teacher must
step aside and allow the students to play the games on their own.
This is so the students can play freely and add their own rules as
the game progresses.
The aim of the teacher is to motivate the students to participate.
The teacher must overlook the game but not provide any
instructions.
Every game involved in the lesson should contain a brief
explanation.The students must go on from there and alter the
rules to their own liking.
The teacher must encourage the students to form their own
opinion and suggest possible ideas. Allow the students to alter the
game in order to suit the majority of the class.
The teacher can use the ‘Game Sense’ approach by asking the
students reflective questions at the end of the lesson.This will
allow the students to think critically and assess their abilities.
8. REFERENCES
Aggleton, P., Dennison,Catherine,Warwick, Ian, & MyiLibrary.
(2010). Promoting health and well-being through schools.
London; NewYork: Routledge (Online library book).
Audit Office of New SouthWales (2012). Physical Activity in
Government PrimarySchools. Sydney: Audit Office of New
SouthWales.
Board of Studies, NSW. (2007). Personal Development, Health and
Physical Education K-6 Syllabus. Sydney: Board of Studies.
Get Skilled: Get Active (NSW DET, 2000).
Hopper,T., Butler, J., & Storey, B. (2009).TeachingGames for
Understanding InternationalConference (4th ed.) TGFU -
simply good pedagogy : understanding a complex challenge.
PHE Canada,Vancouver.
Pill, S. (2014) Developing Netball Game Sense: teaching
movement and tactical skills.ACHPER, chapter 1 (pp 1‐12).
