Game sense
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Game Sense is a student-centered, inquiry-based approach to physical education where students engage in problem-solving activities and help determine lesson content. The teacher acts as a facilitator rather than instructor, supporting and challenging students. Rules are negotiated by students. Movement skills are taught through modified games rather than repetition. This promotes engagement, inclusion, and development of thinking players. Benefits include increased fitness, motor skills, problem-solving, decision-making, communication, self-esteem, and alignment with NSW syllabus objectives of developing values, attitudes, skills and knowledge.
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Game Sense is a student-centered approach to physical education that uses modified games and activities to develop students' skills, tactical awareness, decision-making, and higher-order thinking in a fun context. It focuses on play rather than isolated techniques. Questioning is used to stimulate discussion and critical thinking about game concepts. At its core, Game Sense emphasizes social interaction and teamwork to support learning and confidence. It aligns with outcomes in the NSW PDHPE syllabus by encouraging physical development, positive attitudes toward activity, and applying movement skills in cooperative games following rules.
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Game Sense is an approach to physical education that engages students through modifying and inquiring about physical activities. It encourages discussion over emulating teachers and provides positive feedback to support self-efficacy. Teachers must deliver flexible games and activities suited to students' abilities. There are four key features of Game Sense: engaging development and practice of games, periodic student inquiry, opportunities for discussion, and instruction that includes all skill levels. Fundamental movement skills are developed through participating in games rather than direct instruction, as Game Sense aims to maintain engagement.
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The document describes four models of school supervision:
1. The Classical Supervision Model features a hierarchical structure with central, regional, and district levels providing control over schools. It is comprehensive but costly and bureaucratic.
2. The Central Control Model stresses inspections of each school every few years by a centralized inspection body. It has clear roles but provides little support and too much stress on schools.
3. The Close-to-School Support Model focuses support on needy schools through district officers while regional and central levels have lighter control roles. It is flexible but may not cover all schools.
4. The School-Site Supervision Model eliminates external inspection and places full responsibility on school boards and staff
Ej1075155
This study examines the relationship between the instructional leadership of school principals, teacher work discipline, teacher work motivation, and student academic achievement in primary schools in Central Jakarta. The study uses quantitative methods to analyze survey data collected from primary schools. The results showed a significant relationship between the instructional leadership of principals, teacher work discipline, teacher work motivation, and student academic achievement. Strong principal instructional leadership and high teacher work discipline were found to increase teacher work motivation and improve student learning outcomes.
PDHPE game sense approach
The game sense approach is a modified teaching style for physical education that engages students through variations to traditional game play. It aims to accommodate all ability levels by making games easier or harder through adjustments. This encourages critical thinking, decision making, collaboration and teamwork as students must solve new challenges. Research shows this approach can develop both cognitive and physical skills. It is student-centered as the teacher observes play and provides feedback between games. The game sense approach aligns with the goals of the NSW physical education curriculum by promoting understanding of self and others, physical activity, and informed decision making.
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Intro to Game Sense
This document provides an introduction to Game Sense, which is a student-centered approach to teaching physical education through modified games and activities. It emphasizes developing students' skills, tactics, and understanding of games through reflection and discussion rather than direct instruction. The document outlines that Game Sense aligns with the NSW Quality Teaching Framework by promoting high intellectual quality and a supportive learning environment. It also supports the development of fundamental movement skills and integrates well with the NSW PDHPE curriculum by addressing skill domains like self-management and interpersonal skills through game play.
Game sense pdhpe
The game sense approach places learning in the context of modified games through a student-centered, inquiry-based method. It aims to develop skills within authentic game participation rather than separate technical drills. This embodies physical, intellectual, and social learning through questioning and balanced learning and participation. The approach motivates students and cultivates critical thinking as it is inclusive and encourages cooperation over competition. Fundamental movement skills are still taught within this framework to ensure lifelong activity involvement. Teachers act as facilitators who design meaningful learning opportunities through modified games that engage students and foster collaboration.
Game Sense Approach to Learning PE Powerpoint
Game sense is an approach to physical education (PE) that focuses on using modified games as the main part of lessons rather than isolated skill drills. It is student-centered and aims to develop fundamental movement skills through inquiry-based learning within game play. Some key strengths of this approach are that it promotes participation and enjoyment for all ability levels, builds students' confidence through experience of success, and allows skills to develop organically through game play rather than direct instruction. The game sense approach aligns well with the goals of developing positive attitudes towards physical activity and interpersonal skills in the NSW PDHPE curriculum.
Game Sense PDHPE
Game Sense is an approach to teaching physical education that was developed in the late 1900s as an alternative to the traditional techniques-focused model of sports instruction. It emphasizes tactical awareness and understanding how games are actually played through modifying rules and parameters to focus on skills development in a realistic game environment. Students learn through practice and questioning rather than direct instruction, fostering student-centered learning and inclusion of students across ability levels. The Game Sense approach supports progressive learning and helps students investigate tactics and problem-solving within games.
Barton williamson Pdhpe assignment 18869620
Game sense is a pedagogical approach used in PDHPE lessons that focuses on playing the game rather than isolated skill development. It is based on constructivist learning theory and emphasizes modified games to develop skills and strategies in context. A typical game sense lesson includes a warm-up, modified game/activity with teacher facilitated reflection, student discussion, and introduction of a new modified game or progression of the activity. The strengths of this approach include student reflection, development of tactical and technical skills, inclusiveness, and linking learning to real game situations.
The Game Sense Approach
The document discusses the game sense approach to teaching physical education. It is a student-centered approach that focuses on tactical and strategic thinking through modified games. This develops motor skills while encouraging problem solving. The approach links to curriculum outcomes like communication, decision making, and moving skills. It has strengths like increasing activity levels and developing both physical and communication skills. The reasons for choosing this approach are that it is fun, builds confidence, and engagement through modifying games. Suggestions are provided for parents to reinforce the approach at home through asking questions.
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PE teachers use a game sense approach to teaching as it is student-centered, focuses on developing skills through active participation in games, and challenges students' problem-solving and decision-making abilities. The approach modifies games and rules to focus on specific skills while keeping students engaged. It encourages students to think strategically about a game rather than just skills. Using this approach keeps students active while helping them understand a sport from the perspective of playing the full game.
Pdhpe game sense
PE teachers use a game sense approach to teaching as it is student-centered, focuses on developing skills through active participation in games, and challenges students' problem-solving and decision-making abilities. The approach modifies games and rules to focus on specific skills while keeping students engaged. It encourages students to think strategically about a game rather than just skills. Using this approach keeps students active while helping them understand a sport from the perspective of playing the full game.
Game Sense Powerpoint
Game Sense is a student-centered teaching approach in physical education that uses modified games to develop students' skills, strategies, and decision-making. It emphasizes collaboration and problem-solving within games rather than isolated skill practice. The approach incorporates fundamental movement skills and encourages participation through inclusive games tailored for different abilities. Game Sense provides an environment where students can discuss strategies, make decisions within games, and learn through peer interaction rather than direct instruction. It aligns with curriculum goals of developing students' physical, mental, social and communication skills through a positive approach focused on enjoyment and inclusion in physical activity.
Game sense
Game Sense is a student-centered approach to physical education that uses modified games to teach students about the key elements of full games in a meaningful way. It emphasizes developing an understanding of game tactics and strategies over isolated skill drills. This approach makes physical education more engaging for students and promotes the development of skills like decision making, problem solving and collaboration that are transferable to other areas of life. Game Sense aligns well with the goals of the NSW PDHPE syllabus by allowing students to apply their skills in a variety of contexts and promoting active lifestyles.
Game sense
The document discusses Game Sense, which is a student-centered teaching approach used in physical education. Game Sense allows students to develop skills within a game setting by modifying activities to suit different ability levels. It focuses on learning techniques through playing games first before focusing on mechanics. Game Sense is beneficial as it encourages cooperative learning, develops cognitive skills, and aligns with outcomes in the NSW PDHPE Syllabus such as participating in sports and understanding the health impacts of physical activity.
Game sense
Game sense is a student-centered approach to teaching physical education and sports that uses modified games as the focus of lessons rather than isolated skills. It emphasizes active participation, questioning over direct instruction, and developing decision-making skills through authentic practice. The approach motivates students by involving them in inclusive, modified games that decrease technical demands and allow exploration of strategies. Teachers facilitate learning through positive feedback and encouraging student reflection and idea-sharing about game strategies.
PDHPE Game Sense Approach
This document discusses the Game Sense approach to teaching physical education. Game Sense focuses on having students play games rather than isolate skills, allowing them to develop fundamental movement skills through game play. It emphasizes cooperation, decision making, and problem solving. Common games used are invasion games, striking/fielding games, and games modified with inclusive rules. The document also outlines 12 fundamental movement skills and reasons the Game Sense approach aligns with physical education curriculum goals like promoting physical activity, social skills, and responsibility.
Pe slideshow
The game sense approach is a student-centered way to teach physical education that allows students to modify games according to their skills and receive feedback to improve. It emphasizes developing fundamental movement skills through modified small games. The teacher acts as a facilitator while students collaboratively change rules to make games accessible and fair for all ability levels. This approach overcomes marginalizing less skilled students and engages all students in fun physical activity that builds skills, self-esteem, and understanding of sports.
BSST
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
BSST
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
Game Sense- PDHPE
Game sense is a student-centered approach to teaching physical education that focuses on playing games rather than isolated skill practice. It encourages students to develop tactical awareness, decision-making skills, and problem-solving during game play. The role of the teacher is to plan organized sessions, prompt students with questions rather than corrections, and provide positive feedback to reinforce learning within the game. Using game sense has strengths such as maximizing participation, fun, inclusion, and allowing students to learn skills in a meaningful context through discovery and reflection.
Devi subramaniam
This document summarizes the author's childhood experiences with physical education and sports, their views on what makes an effective physical education teacher, and attributes that physical education teachers should possess. As a child, the author was actively involved in various sports and athletics. They believe that effective physical education teachers have strong subject knowledge, provide constructive feedback, and instill passion in their students. Key attributes for physical education teachers include organization, effective communication, supervision of students, and administration skills.
Game Sense
Game sense is a relatively new approach to teaching physical education and sports that focuses on student-centered learning through modified games. It positions the teacher as a mentor rather than expert and allows students to develop strategic, tactical, and movement skills through guided play and reflection. The game sense approach involves designing games to achieve learning outcomes and asking students questions to stimulate critical thinking and group discussions. Using game sense in PE class has benefits like increasing social skills, developing leadership and problem-solving abilities, and creating a fun environment where students are comfortable practicing and improving their skills.
Assignment 2 powerpoint
Game sense is a student-centered approach to teaching physical education that focuses on developing tactical skills and understanding through game play. It involves pausing games to demonstrate and explain skills so students can learn while playing. Game sense lessons categorize sports into target, striking, net/court, and invasion games. PDHPE teachers commonly use approaches like game sense to teach fundamental movement patterns, skills, decision making, and sport appreciation in a way that benefits students of all ability levels.
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Game sense
- 1. Game Sense What Is Game Sense? Student Centred & Inquiry-Based Approach - Students answer questions through activities - Students engage in problem-solving - Students contribute to lesson content Inclusive and Challenging - Students determine way top achieve success - Incorporates differentiation for students of all levels - Provides an inclusive learning environment
- 2. Role of the Teacher - Disregards traditional instructor role of the teacher - Teacher acts as facilitator and scaffolds the students’ learning - Teacher supports, questions and challenges students Features of Lesson Content - Rules are kept to minimum - Rules are negotiated by the students - New student knowledge is generated by engagement with prior knowledge
- 3. Fundamental Movement Skills - Movement skills are taught through games rather than repetition - Modification allows students to practice fundamental movement skills in real-life situations - Differentiation through modification of games allows movement skills to be suited for different ages and abilities
- 4. Engagement & Inclusion - Promotes the development of ‘thinking players’ - Encourages modifications to accommodate students of varied abilities, therefore maximising inclusion and challenge - student engagement in authentic and meaningful learning tasks as responsibility is shifted from the teacher to the students - Creates a wide variety of learning experiences that meets the needs and learning styles of a diverse group of students (Pill, 2011) What are the Strengths of a Game Sense Approach?
- 5. Physical and Mental Benefits - Increases students’ fitness and motor skill development - Modification of games increases students’ problem-solving and decision-making abilities (Dyson, Griffin & Hastie, 2004) - Game competency is achieved through combination of mental engagement and embodied experience (Light & Tan, 2006) Social and Emotional Benefits - Students are held accountable (Dyson, Griffin & Hastie, 2004). - Positive social and emotional outcomes with increase on communication skills and self- esteem (Barrett, 2005)
- 6. Links to NSW Syllabus “The aim of this syllabus is to develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. In doing so, the syllabus will form the basis for students to adopt a responsible and productive role in society.” (BOSTES, 2007) - Objectives: Develops values, attitudes, skills and knowledge
- 7. References ACT Government., Fundamental Movement Skills (FMS). (n.d.). Retrieved May 6, 2017, from https://goodhabitsforlife.act.gov.au/kids-at-play/fundamental-movement-skills-fms-1 Barrett, T. (2005). Effects of cooperative learning on performance of sixth-grade physical education students. Journal of teaching in Physical Education, 24(1), 88-102. Board of Studies Teaching and Educational Standards NSW. (2007). PDHPE K6 syllabus Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72. Dyson, B., Griffin, L., & Hastie P. (2004) Sport education, tactical games and cooperative learning: theoretical and pedagogical considerations, Quest 56 (1) 226-240 Pill. (2011). Teacher engagement with teaching games for understanding-game sense in physical education. Journal of Physical Education and Sport, 11(2), 115. Light, R., & Tan, S. (2006). Culture, embodied experience and teachers’ development of TGfU in Australia and Singapore. European Physical Education Review, 12(1), 99-117.
Editor's Notes
- Rules are kept to a minimum and are not instructed by the teacher, but negotiated by the students. The teacher merely poses questions as a means to support, challenge and engage the students in modifying the games, which brings us to the role of the teacher. In a game sense approach, the teacher steps out of the traditional role of an instructor and plays the role of a facilitator. The teacher aids students in solving problems through a process of questioning. In this manner, the teacher works alongside the students engaging their prior knowledge as a means to develop new knowledge.
- Fundamental movement skills such as balance, locomotor and ball skills are a physical “building blocks” to skills that children need throughout their lives (ACT Government, 2012). Game sense teaches children these skills through fun and enjoying games rather than monotonous repetition (Light & Tan, 2006). This allows children the opportunity to engage with these skills in real-life situations (Dyson, Griffin & Hastie, 2004). Furthermore, the manner in which a Game Sense approach incorporates differentiation through modification of games means that skills can be adapted and suited for children of all ages and levels.
- What are the strengths of a Game Sense Approach? Engagement and Inclusion are two major strengths. Game Sense promotes thinking participants in the activities and encourages students to critically analyse the games and make suggestions to modify them accordingly. This not only incorporates problem-solving and communication skills, but also heightens student engagement by taking ownership of their learning, and heightened responsibility (Dyson, Griffin & Hastie, 2004). Furthermore, inclusion is developed by the wide variety of learning experiences that meet the needs and learning styles of a diverse group of students (Pill, 2011)
- Game Sense provides students with both physical and mental benefits. Physical benefits are incorporated in the harnessing of motor skill development through the games, while mental abilities are increased through the process of problem solving and decision making (Dyson, Griffin & Hastie, 2004). As a result, it is argued that game competency is achieved through a combination of both mental engagement and embodied experience (Light & Tan, 2006). Social and emotional benefits are also achieved as student accountability increases confidence and self-efficacy (Dyson, Griffin & Hastie, 2004). Furthermore, the extensive use of communication skills sees not only social benefits, but increase in self-esteem through relationship building of participants (Barrett, 2005).
- A major strength of the Game Sense approach is that it not only adheres to the content aspects, but holistically incorporates all elements of the NSW Syllabus. By imparting the mental, physical, social and emotional development of our children that is required for them to develop the values, attitudes, skill and knowledge for them to become responsible and productive participants in our community.