Interactive Powerpoint_How to Master effective communication
Pdhp eslideshare1
1. Proudly, Game Sense was developed in our backyard! At the Australian Sports
Commission in response to increased accountability to deliver high quality teaching
(curry, 2011)
This vision includes optimum learning environments to Nourish physical, social,
cognitive and emotional development. Game sense approach cares J
Providing pathways to directly meets these noble standards that all our kids deserve.
2. The Game Sense approach optimally centers on student learning and wellbeing.
Game sense encourages students to develop their own understanding, technical skill
and tactical awareness whilst being actively involved in the Game (Curry,2011).
We acknowledge this paradigm shift with the emphasis back on providing kids with
positive physical education…. And not on the rigidity and stress of mastering
technique before we play…remember that…No way!
The focus is student-centered, and inquiry-based learning.
3. In game sense the teacher fosters a valuable learning environment by creating
opportunities for student learning yet does not determine it (curry, 2011).
It Values kids thinking and problem solving skills.
Game sense encourages students to ask questions and find resolutions collaboratively.
This fulfills the PDHPE Core syllabus skills;
‘communicating, problem solving, decision making and interacting’ (BOSTES, 2014).
Game Sense is committed to the diversity of our learners!
Game sense modifies games to incorporate tactical structures which are adaptable and
cater for varied abilities (Curry, 2011).
4. Game sense is inclusive and delights in participation, creativity and fun and its
overarching intent is on ‘human growth’(Light, 2013). Research supports most kids
play sport to interact, connect, have fun and be a part of something(Light, 2011).
They shone the light and we are listening!
Games designed to be adaptive and modified by the students themselves.
Encourage ownership and active participation enabling the development of
emotional and social needs of the students (Light, 2011). Less stress on techniques
and mastery so kids can engage and participate! After all its participation that
provides the opportunities to develop skills….right!
5. Game sense fosters positive co-constructive learning environments, like Teaching
games for understanding. The context is inclusive and strategies have collective
purpose and negotiation(Light, 2011). Like the game ‘Liilipad’ that encourages
collective workmanship to cross the stream without leaving our mates behind, but we
only have limited Lilipads to work with.
Games for understanding value communication, decision making and problem solving
as a social inclusive activity whilst encouraging student autonomy. These opportunities
fosters meaningful cognitive and social emotional learning in authentic contexts of
play that contribute to student wellbeing!
6. Game sense aligns with PDHPE curriculum to develop ‘Knowledge,
Understanding and practical skills that lead to better health’(BOSTES, 2014). Of
course fun and exciting experiences in PDHPE will contribute to the students
developing a commitment to their own vitality and health long term! The PDHPE
learning environment recognised the importance of developing skills and
competence from a variety of inclusive approaches including play, recreational
activities, games, and sports (BOSTES, 2014).
Game sense fosters a ‘participatory teaching approach’ (Ajayi, 2013) with its
orientation toward fun and positive experience. These opportunities are imperative
in establishing students lifelong commitment to a healthy and active life (BOSTES,2014).
8. • Light,R. (2013).Game sense for physicaleducation and sport coaching.In Game
sense:Pedagogyfor performance,participation and enjoyment (pp.37-47).London,UK:
Routledge
• Using the Game Sense approach to deliverQuality Teaching in PhysicalEducation
November27,2011, Curry
• .aliya
• Images care of clipart.
