video about game sense approach and strengths

1. Information for Parents and Students.

2. Game Sense
Game sense approach is one method that
develops a broader meaning of sport and
physical activity. (AusSport)
Game sense approach is used so that students
are placed in situations that both decision
making and problem solving are used for a
successful outcome.
Game sense approach requires students to have
a basic understanding of the sport so that they
are able to adjust a game that is challenging for
themselves. Children are then able to
understand similarities between games and
explore common principles (Curry 2011)

3. • Game sense approach helps students develop self-expression,
socialisation skills and conflict resolution with others. All of which are
important point in the syllabus of stage 2 subject matter. Which can be
found on the board of studies Pages 42-43: http://goo.gl/c47BZP
• The Game Sense approach is organised into 4 categories of games:
- Invasions
- Net/Court
- Striking/Fielding
- Target

4. Why do we do This?
• Cognitive thinking is used through critical thinking and movement of the
body during the game.
• There are three main outcomes that we focus on in a game sense
approach
- To get students to understand the aim and purpose of the game they are
playing
- To get students to understand what they need to be successful in the game,
such as skills and tactics
- To help students discover how many of the skills and tactic's they learn are
transferrable across the sporting arena.
• Game Sense Approach enhances and develops cognitive thinking through
questioning and discussion of strategies and tactics that are used within a
game. (Light, 2006)

5. How Do We Implement Game Sense?
• The Game Sense approach places an emphasis on
the playing of the sport rather than the teaching
aspect of the sport.
Game Sense Teaching Sequence
Warm-up
Initial Game
Q&A- Setting New Challenge
Practice Task’s*
Game Progression
Question & Answer
*Do this if necessary
• By using modified games, that
ask the students to use
decision-making, problem solving
and skill development throughout a lesson.

6. Strengths
• More children get involved with the game, because there is a more holistic
approach to playing the game.
• Both thinking students and physically gifted students are rewarded when
playing.
• Develops leadership among peers and students feel more part of a social
setting.
• Social skills are being developed both verbal and non-verbal due game
sense interactive approach.

7. References
• Brookes, L. (n.d.). How The Game Sense Approach in Physical Education
Develop Cognitive Thinking
• Curry, C. (2011). ‘Using the Game Sense Approach in Physical Education’.
Engaging Learning, pp.8-12
• Curry, C., & Light, R. (2006). Addressing the NSW Quality teaching
framework in physical education: Is Game Sense the answeer. In Asia
Pacific conference on Teaching Sport and Physical Education for
Understanding, pp.7-19.

8. References
• Light, R. (2004). Coaches' experiences of Game Sense: opportunities and
challenges. Physical Education & Sport Pedagogy, 9(2), 115-131
• Light, R. (2003) ‘The Joy of Learning: emotion and learning in games
through TGfU’. Journal of physical education New Zealand.
• Teaching games for understanding. (n.d.). Retrieved September 30th,
2014, from http://www.ausport.gov.au/
• PDHPE Syllabus K-6, Board Of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-
432b-8ce5-122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES