2. ACKNOWLEDGEMENT OF
COUNTRY
I would like to Acknowledge that this presentation was
created on the traditional lands of the Darug and Tharawal
(also historically referred to as Dharawal) People.
I pay my respects to elders past and present and any
Aboriginal or Torres Strait Islander person viewing this
presentation.
3. GAME SENSE AND FUNDAMENTAL
MOVEMENT SKILLS CONTENT
• What is Fundamental Movement Skills
• What is Game Sense
• Rationale for using Game Sense for teaching your children
• Discussion on its strengths as a teaching approach
• Reference list
4. WHAT IS FUNDAMENTAL MOVEMENT
SKILLS
• Fundamental movement skills are foundation skills that can be
transferred to different sports.
• FMS development is divided into 3 developmental stages
Initial > Formative > Mature
• Holfelder & Schott (2014) argue that creating higher levels of FMS in
students may increase participation in physical activity, leading to
further development of motor skills.
5. WHAT IS GAME SENSE
• Game Sense is an approach to modified sport.
• The two core features of Game Sense are;
• (1) that most learning is shaped and contextualized within games or
game-like activities that involve competition and decision-making (Light,
2012)
• (2) that the coach/teacher uses questions to stimulate thinking and
intellectual engagement (Light, 2012)
6. RATIONALE FOR USING GAME SENSE
FOR TEACHING YOUR CHILDREN
• The basic approach for using Game Sense to teach your child is
to provide an opportunity to participate in simple games in which
the stress or technique is reduced to allow players to engage
intellectually in the game (Light, 2012)
• To provide students with a game first’ rather than ‘practice first’
lesson (Pill, 2016)
7. DISCUSSION ON ITS STRENGTHS AS A
TEACHING APPROACH
• The Game Sense approach is completely different to traditional
skill and drill based learning which created exclusion and
marginalised students who were considered to be less skilled
and confident (Georgakis et al., 2015).
• The strengths of Game Sense is that individuals learn within the
context of the game and teachers employ questioning instead of
direct instruction (Georgakis et al., 2015).
• Able to work in teams to solve problems in small modified
games.
8. REFERENCES
• Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in
physical education: A case study of game sense pedagogy. Physical
Educator, 72(1), 67-86. Retrieved from
http://ezproxy.uws.edu.au/login?url=https://search-proquest-
com.ezproxy.uws.edu.au/docview/1700478916?accountid=36155
• Holfelder, B., & Schott, N. (2014). Relationship of fundamental
movement skills and physical activity in children and adolescents: A
systematic review. Psychology of Sport & Exercise, 15(4), 382-391.
• Light, R. (2012). Game sense : Pedagogy for performance, participation
and enjoyment. Retrieved from https://ebookcentral.proquest.com
• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education and Society, 21(2), 279-297.
