Game sense pedagogy approach

1. S A N D R A TAW I L 1 7 9 9 8 2 5 7
GAME SENSE PEDAGOGY
APPROACH

2. WHAT IS A GAME SENSE APPROACH?
• The development of an individuals skills by playing games.
These games involve a great deal of movement that can be
varied and modified in order for students to live a healthy and
active lifestyle.
Fundamental movement skills
Static
Balance
Sprint Run
Vertical
Jump
Side
Gallop
Hop
Leap Skip Dodge
Catch
Overarm
Throw
Kick
Two-Hand
Strike
Get skilled: Get active (NSW, DET, 2000)

3. GAME-SENSE APPROACH
• Game sense focuses primarily on the development of skill
rather than the development of technique. Lights’ (2006) study
suggested that a game sense approach doesn’t focus on the
tactical approaches which is suitable for students from a
young age and thus relevant to this stage of students.
• Evans and Light (2008) support the idea that the game sense
approach provides students with the ability to attend to the
rules, to peers and to the teacher. This therefore develops
their understanding of the game and their skills that they will
gain.
• Game sense is student directed as it encourages individual
thinking however is monitored closely by the teacher through
close observations.

4. EDUCATION PLAN
Students in 2T will participate in four different categories of
gaming including:
1. Target based games: Golf, archery and/ or darts
2. Striking based games: Baseball, cricket and/ or softball
3. Netball based games: volleyball, squash and/ or
badminton
4. Invasion based games: soccer, football and/ or rugby
Students will participate in at least 1 of the following four
categories in order for them to gain the greatest range of
skills.
(Mitchell, Oslin & Griffin, 2003)

5. STRENGTHS OF GAME SENSE
PEDAGOGY TO 2T
Students in 2T will gain a variety of strengths from partaking in a game
sense approach of learning. These include:
 Providing students with 3 skills using the human brain:
1. Cognitive: Use of problem solving, decision making, tactical thinking
2. Affective: Social interaction, emotional reactions for themselves and
peers
3. Psychomotor: manipulative skills developed and body management
skills formed
 Students are developed into becoming strategical thinkers as the game
is changed into an easy, moderate and then difficult setting.
 Students gain constructive positive feedback to build their confidence
levels of participation.
 Students have the opportunity to ask questions which expands their
knowledge.
 Students lastly give opportunities a go and if they don’t work out, they
can re-evaluate their tactics and solutions.
(Cooper, 2016)

6. LINKS WITH HPE NSW CURRICULUM
SYLLABUS
(BOS, NSW, 2007)
The personal, development, health and physical education (PDHPE) syllabus
suggests that by undertaking this subject in general, students are likely to
develop healthy relationships, have an improved life and are less likely to suffer
from health illnesses. These are all relevant with the game sense approach as
students gain these benefits from participating.
Game sense approach also creates a safe learning environment. Students are
free to express their thoughts in a diverse social and cultural context. They begin
to learn how to value themselves and others all through the game sense
pedagogical approach.
The syllabus also addresses taking responsibility. The students begin to form
their own decisions and how to take responsibility for their actions through the
gaming approach. They learn how to effectively reflect on their thoughts, actions
and creates awareness of their surroundings.
Specifically, stage 1 students will participate in physical activities that promote
enjoyment and allows the students to identify the importance of these games .

7. REFERENCES
NSW, DET. (2000). Get skilled: Get active. Retrieved 6 May 2017, from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skille
d_get_active_booklet.pdf
Light, R. (2006). Game Sense: Innovation or just good coaching?. New Zealand
Physical Educator, 39(1), 8.
Cooper, D. (2016). The Effectiveness of Instructional Video in the Acquisition of
Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy
Rehabilitation (Doctoral dissertation, Durham University).
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for
elementary physical education: A tactical games approach. Human Kinetics, PO
Box 5076, Champaign, IL 61825-5076 (ISBN: 0-7360-3851-5, $23).
Evans, J. R., & Light, R. L. (2008). Coach development through collaborative
action research: A rugby coach’s implementation of game sense pedagogy.
Asian Journal of Exercise & Sports Science, 5(1), 31-37.
Board of Studies, NSW. (2007). Personal development, health and physical
education K-6 syllabus. Sydney: Board of Studies. Retrieved from
http://K6.boardofstudies.nsw.edu.au/wps/portal/go/personal-development-
health-and-physical-education-pdhpe