Game sense ppt
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Game Sense is a student-centered approach to physical education that focuses on developing skills and understanding through modified games and activities rather than discrete skills. It integrates physical, intellectual, and social learning to cater to different abilities. Game Sense is considered the best way to teach physical education as it increases participation by engaging all students and focuses on playing the game instead of techniques. This positive approach to physical activity can influence students' enjoyment and participation in exercise in the future.
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HPE presentation
Game sense is an approach to teaching physical education and health that focuses on active participation in games rather than direct instruction. It allows children to learn through experience by asking questions and problem-solving as they play. Studies have shown that game sense improves students' understanding of skills and strategies. It also encourages discussion and cooperation with peers. When using game sense, teachers can observe students' level of engagement and focus as they play games, rather than just reading from a textbook. The document concludes that game sense will be an important part of the school's physical education program to promote active learning, friendship building, and enjoyment of the subject.
Pdhpe
The document discusses the game sense approach to teaching physical education. It focuses on developing students' strategic thinking and cognitive skills beyond just sport techniques. The approach encourages productive instructional strategies from both teachers and students to enhance skills. It also emphasizes social interaction and the cognitive aspects of sports. The game sense approach makes learning goals clear and allows students to explore fundamental skills in a more explicit way.
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The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
Game Sense
The document discusses the Game Sense approach to teaching physical education and sports. Game Sense focuses on student engagement and decision making skills. It is a student-centered approach that develops tactical awareness and improves individual skills based on student abilities. Game Sense allows students to develop an understanding of games through modified activities and dialogue between players and teachers rather than direct instruction. It improves student motivation, tactical thinking, and engagement, which enhances learning and awareness of games.
Rationale for teaching pdhpe
According to a 2011 report by the Australian Institute of Health and Welfare, 35% of young Australians ages 12-24 are overweight or obese, only 44% are physically active enough, and 5% meet dietary guidelines, while 38% abuse drugs or alcohol, and rates of diabetes, mental illness, and tooth decay are increasing, indicating an urgent need to improve students' health knowledge and skills to lead healthy, active, and fulfilling lives through school programs focusing on physical activity, decision making, relationships, and personal growth.
Assignment 2
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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This public history event was organised by the Digital Repository of Ireland in collaboration with the Children's Research Network of Ireland and Northern Ireland to reflect on the legacy of The Atlantic Philanthropies' investment in the child and youth sector across the island of Ireland, and the work and accomplishments of Atlantic grantees. It took place in the Royal Irish Academy, Dublin, on 13th November 2018.
Pdh [autosaved]
The document discusses the importance of physical education (PDH/PE) in schools. It notes that health is a responsibility for all parts of society according to the PDH/PE K-6 syllabus. The syllabus aims to develop knowledge, skills, values and attitudes to lead healthy, active lives. Key learning outcomes in PDH/PE focus on healthy, social, safe and interpersonal improvements, measured by happiness and body control. Examples of achievement outcomes include encouraging others, helping achieve tasks, increasing playground shade, participating in physical activities based on goals, and moving safely around others. The overall desired achievements are the health, happiness and safety of all children. The document argues PDH/PE is ultimately important as its
Recommended
HPE presentation
Game sense is an approach to teaching physical education and health that focuses on active participation in games rather than direct instruction. It allows children to learn through experience by asking questions and problem-solving as they play. Studies have shown that game sense improves students' understanding of skills and strategies. It also encourages discussion and cooperation with peers. When using game sense, teachers can observe students' level of engagement and focus as they play games, rather than just reading from a textbook. The document concludes that game sense will be an important part of the school's physical education program to promote active learning, friendship building, and enjoyment of the subject.
Pdhpe
The document discusses the game sense approach to teaching physical education. It focuses on developing students' strategic thinking and cognitive skills beyond just sport techniques. The approach encourages productive instructional strategies from both teachers and students to enhance skills. It also emphasizes social interaction and the cognitive aspects of sports. The game sense approach makes learning goals clear and allows students to explore fundamental skills in a more explicit way.
Critical Conversations: Mental Health & Substance Use - 11/18/21
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
Game Sense
The document discusses the Game Sense approach to teaching physical education and sports. Game Sense focuses on student engagement and decision making skills. It is a student-centered approach that develops tactical awareness and improves individual skills based on student abilities. Game Sense allows students to develop an understanding of games through modified activities and dialogue between players and teachers rather than direct instruction. It improves student motivation, tactical thinking, and engagement, which enhances learning and awareness of games.
Rationale for teaching pdhpe
According to a 2011 report by the Australian Institute of Health and Welfare, 35% of young Australians ages 12-24 are overweight or obese, only 44% are physically active enough, and 5% meet dietary guidelines, while 38% abuse drugs or alcohol, and rates of diabetes, mental illness, and tooth decay are increasing, indicating an urgent need to improve students' health knowledge and skills to lead healthy, active, and fulfilling lives through school programs focusing on physical activity, decision making, relationships, and personal growth.
Assignment 2
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.
Niall Sexton (PFL) - Preparing for Life: working together for our children
Presentation given as part "Atlantic Stories from the Child and Youth Sector in Ireland"
This public history event was organised by the Digital Repository of Ireland in collaboration with the Children's Research Network of Ireland and Northern Ireland to reflect on the legacy of The Atlantic Philanthropies' investment in the child and youth sector across the island of Ireland, and the work and accomplishments of Atlantic grantees. It took place in the Royal Irish Academy, Dublin, on 13th November 2018.
Pdh [autosaved]
The document discusses the importance of physical education (PDH/PE) in schools. It notes that health is a responsibility for all parts of society according to the PDH/PE K-6 syllabus. The syllabus aims to develop knowledge, skills, values and attitudes to lead healthy, active lives. Key learning outcomes in PDH/PE focus on healthy, social, safe and interpersonal improvements, measured by happiness and body control. Examples of achievement outcomes include encouraging others, helping achieve tasks, increasing playground shade, participating in physical activities based on goals, and moving safely around others. The overall desired achievements are the health, happiness and safety of all children. The document argues PDH/PE is ultimately important as its
Pdhpe game sense
The Game Sense approach focuses on placing the game at the center of physical education sessions. It allows students to develop skills in a realistic setting within the game, while also improving tactical awareness, decision making, and fun. In contrast to focusing on discrete skills, Game Sense prioritizes playing the actual game to facilitate skill development. It uses invasion games that take place within a shared space, such as soccer, tag, football, and netball. The approach aims to develop students' physical, social, and intellectual abilities through engaging game play.
The importance of teaching pdhpe in primary schools
The Australian Institute of Health and Welfare reported in 2011 that 35% of young Australians ages 12-24 are overweight or obese, only 44% are physically active enough, and 5% meet dietary guidelines. Additionally, 38% abuse drugs or alcohol. Issues like diabetes, mental illness, and tooth decay are on the rise. These statistics indicate an urgent need to develop students' knowledge and skills to lead healthy, active, and fulfilling lives.
GAME SENSE
The Game Sense approach focuses on placing the game at the center of physical education sessions. It allows students to develop skills in a realistic setting within the game and make positive decisions to have fun. The approach teaches common elements across different games to help students perform in any game with understanding. It prioritizes playing the actual game over isolated skill practice, as skills can only truly develop within the game. A key aspect is the use of invasion games like soccer, tag, and netball that are played within a shared space.
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Learning disabilities can be stressful for families as parents may blame themselves and it influences other children. Common characteristics include loneliness, low self-esteem, lack of trust, and coherence. Diagnosing a disability requires reliable IQ tests, ruling out other causes, and a comprehensive evaluation. Treatment includes therapy, early intervention, special education, and developmentally appropriate practices in inclusive, state-funded classrooms.
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A game sense approach to physical education allows students to develop game skills and understanding through modified games and activities. It focuses on using student-centered games to develop tactical and strategic thinking while also building fundamental movement skills. The game sense approach benefits students by developing their own skills and understanding through a focus on games rather than isolated skills, learning via modified activities, and integrating physical, intellectual and social learning. It provides students opportunities for self-reflection to improve their games.
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Learning disabilities can be stressful for families as parents may blame themselves and it influences other children. Common characteristics include loneliness, low self-esteem, lack of trust, and coherence. Diagnosing a disability requires reliable IQ tests, ruling out other causes, and a comprehensive evaluation. Treatment includes therapy, early intervention, special education, and developmentally appropriate practices in inclusive, state-funded classrooms led by supportive educators.
Importance of pdhpe in primary school
PDHPE in primary schools encourages students to understand themselves and others, promotes physical activity and healthy eating, and emphasizes informed decision making. It encompasses wellbeing in social, mental, physical and spiritual health. PDHPE develops skills like problem solving, communicating, interacting, decision making and moving. It covers interpersonal relationships, growth, safe living, games, health choices, gymnastics, active lifestyle and dance to promote an overall emphasis on fun, friendship, health, self-importance and responsible citizenship.
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The document discusses the game sense approach to coaching and physical education. It contrasts the game sense approach, which focuses on player decision making and exploration, to the more traditional technique-focused coaching. Game sense aims to improve students' experiences in sport by giving them autonomy over their learning. It also allows for a wider range of fitness levels and can be adapted for all ages. While it improves the coaching method and student experience, game sense may lack the ability to develop elite performers and requires more planning time from teachers.
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Pdhpe game sense
The Game Sense approach focuses on placing the game at the center of physical education sessions. It allows students to develop skills in a realistic setting within the game, while also improving tactical awareness, decision making, and fun. In contrast to focusing on discrete skills, Game Sense prioritizes playing the actual game to facilitate skill development. It uses invasion games that take place within a shared space, such as soccer, tag, football, and netball. The approach aims to develop students' physical, social, and intellectual abilities through engaging game play.
The importance of teaching pdhpe in primary schools
The Australian Institute of Health and Welfare reported in 2011 that 35% of young Australians ages 12-24 are overweight or obese, only 44% are physically active enough, and 5% meet dietary guidelines. Additionally, 38% abuse drugs or alcohol. Issues like diabetes, mental illness, and tooth decay are on the rise. These statistics indicate an urgent need to develop students' knowledge and skills to lead healthy, active, and fulfilling lives.
GAME SENSE
The Game Sense approach focuses on placing the game at the center of physical education sessions. It allows students to develop skills in a realistic setting within the game and make positive decisions to have fun. The approach teaches common elements across different games to help students perform in any game with understanding. It prioritizes playing the actual game over isolated skill practice, as skills can only truly develop within the game. A key aspect is the use of invasion games like soccer, tag, and netball that are played within a shared space.
Motivation & Engagement Of Striving Readers
The document discusses motivating struggling readers through engagement. It notes that most students do not read for pleasure and are demotivated. Research shows reading engagement correlates to higher achievement and the US lags other countries in engagement. The document outlines several factors that contribute to engagement, including meaning, control and choice, the social aspect of reading, self-efficacy, and interest. It provides practices teachers can use to cultivate each factor, such as allowing student input, collaborative discussions, matching texts to reading levels, and making real-world connections. The overall goal is to move students from performance to mastery-oriented motivation.
Learning Disabilities
Learning disabilities can be stressful for families as parents may blame themselves and it influences other children. Common characteristics include loneliness, low self-esteem, lack of trust, and coherence. Diagnosing a disability requires reliable IQ tests, ruling out other causes, and a comprehensive evaluation. Treatment includes therapy, early intervention, special education, and developmentally appropriate practices in inclusive, state-funded classrooms.
PDHPE Parent Info
A game sense approach to physical education allows students to develop game skills and understanding through modified games and activities. It focuses on using student-centered games to develop tactical and strategic thinking while also building fundamental movement skills. The game sense approach benefits students by developing their own skills and understanding through a focus on games rather than isolated skills, learning via modified activities, and integrating physical, intellectual and social learning. It provides students opportunities for self-reflection to improve their games.
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Learning Disabilities
Learning disabilities can be stressful for families as parents may blame themselves and it influences other children. Common characteristics include loneliness, low self-esteem, lack of trust, and coherence. Diagnosing a disability requires reliable IQ tests, ruling out other causes, and a comprehensive evaluation. Treatment includes therapy, early intervention, special education, and developmentally appropriate practices in inclusive, state-funded classrooms led by supportive educators.
Importance of pdhpe in primary school
PDHPE in primary schools encourages students to understand themselves and others, promotes physical activity and healthy eating, and emphasizes informed decision making. It encompasses wellbeing in social, mental, physical and spiritual health. PDHPE develops skills like problem solving, communicating, interacting, decision making and moving. It covers interpersonal relationships, growth, safe living, games, health choices, gymnastics, active lifestyle and dance to promote an overall emphasis on fun, friendship, health, self-importance and responsible citizenship.
Benefits of Extracurricular Activities
After school activities promote everything from healthy-living habits to leadership skills, good time-management, and better social or academic performance. Here are some of the benefits of taking part in extracurricular activities.
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The document discusses the game sense approach to coaching and physical education. It contrasts the game sense approach, which focuses on player decision making and exploration, to the more traditional technique-focused coaching. Game sense aims to improve students' experiences in sport by giving them autonomy over their learning. It also allows for a wider range of fitness levels and can be adapted for all ages. While it improves the coaching method and student experience, game sense may lack the ability to develop elite performers and requires more planning time from teachers.
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This document reports on a study investigating perceptions of what constitutes a "whole gifted child". Over 500 teachers, parents, and professionals responded. The top view was that giftedness involves academic behaviors (22%). Other views included that giftedness is multidimensional and extends beyond academics (19%) and involves unique self-awareness and affective capabilities (18%). Teachers focused more on academic behaviors while parents saw giftedness as involving broader characteristics. The study aims to inform a new definition of giftedness that accounts for these varied perspectives.
Game sense presentation
An informative presentation for parents of PDHPE students, about the importance of the Game Sense Approach.
HCS321 201830
This document summarizes several theories of child development, including Piaget's stages of cognitive development, Vygotsky's zone of proximal development, Bowlby and Ainsworth's attachment theory, and Bronfenbrenner's ecological systems theory. It also discusses the importance of early brain development and how environmental factors can influence neurological pathways in the brain.
HCS321WD- Week 1
This document discusses several theories of child development, including cognitive development theories by Piaget and Vygotsky, attachment theory by Bowlby and Ainsworth, and Bronfenbrenner's ecological systems theory. It also covers the importance of early brain development and how children's environments and relationships influence their physiological and social-emotional growth over time.
Proposal PowerPoint MGMT 306
The document proposes that Cal State University San Bernardino, Palm Desert Campus implement co-ed sports teams to increase student interaction, camaraderie, and success. It argues that co-ed sports can relieve stress and anxiety through physical activity, improving mental health and thereby enhancing academic performance. A survey found that CSUSB PDC students are interested in sports like baseball, softball, flag football, basketball, soccer, and tennis.
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The importance of teaching pdhpe in primary schools
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Similar to Game sense ppt
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 approach1
Game sense is a student-centered approach to teaching physical education that uses games as the focus. It emphasizes playing the game before practicing specific skills. This allows students to develop tactical awareness and decision-making skills within the context of the game. The approach focuses on fundamental movement skills like running, jumping, throwing, and catching. It has been shown to develop students' interpersonal skills, self-management, engagement and inclusion as they problem-solve and strategize in modified games tailored to different ability levels. Research also indicates it can reduce behavior issues compared to other teaching methods.
Game Sense Approach
The document discusses the game sense approach to teaching primary physical education. It describes game sense as a student-centered, inquiry-based alternative to traditional skill-focused sport teaching that is more inclusive and enjoyable for students. The key differences between traditional and game sense approaches are that game sense starts with a game rather than isolated skills, focuses on student performance within games, and positions the teacher as a facilitator rather than direct instructor. The strengths of game sense include its focus on students, development of higher-order thinking through tactical exploration, and support of curriculum outcomes.
Miss Lisa’s 3B PDHPE Class - Game Sense Approach
This presentation provides an overview of the Game Sense approach to teaching physical education. Game Sense focuses on a learner-centered approach that enhances students' skills through game exploration and problem solving. It emphasizes tactical decision making over direct instruction by regularly stopping games for student reflection. Research has shown benefits include increased game literacy, skill development at individual paces, and more enjoyment. By addressing each child's skills, Game Sense allows all students to participate successfully in physical education.
Game sense
Game sense is an approach to teaching physical education that emphasizes learning through modified games rather than drills. It moves away from an authority-based, skills-focused model towards one where students discover skills and develop understanding through self-directed play. Game sense provides a more enjoyable learning experience for students, promotes inclusion, and helps students develop transferable tactical skills and strategic thinking.
Game Sense Power Point Presentation
The document discusses the Game Sense approach for teaching physical education. Game Sense uses modified games to help students develop skills in a variety of sports. It allows students to learn skills and understandings through playing games rather than isolated drills. The approach focuses on invasion, target, court/net, and striking/fielding categories. Teachers modify rules to emphasize different skills. Game Sense is student-centered and keeps students actively engaged. It helps students comprehend skills and rules within the full context of playing games.
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 an approach to teaching physical education that focuses on using games as the central part of lessons rather than isolated skill practice. It emphasizes student-centered problem solving and collaboration over teacher instruction. Lessons involve modified games to help students develop skills, understanding of game concepts, and decision making simultaneously. Studies show students who learn with a game sense approach experience greater engagement, improved skills, increased motivation and enjoyment, and less behavior issues compared to traditional PE teaching methods.
Game sense approach
Game sense is a student-centered approach to teaching physical education that uses games as the focus. It emphasizes playing the game before practicing specific skills. This allows students to develop skills and tactics naturally as they play. Fundamental movement skills like jumping, throwing, and catching are incorporated. Games are categorized by target, net/wall, striking, and invasion. The strengths of this approach include students learning through reflection, building skills through peer discussion during play, developing decision making and problem solving, and building interpersonal skills through teamwork. It is engaging for students and allows for modification to include all ability levels.
Game sense
Game Sense (GS) is a student-centered approach to teaching physical education that uses modified games to encourage learning. In GS, games start simply with small groups and few rules, becoming more complex as students' understanding grows. The focus is on students playing rather than being coached. GS allows students to develop skills in a realistic setting, while increasing tactical awareness, decision-making, strategy, perception, participation, and fun. Rather than drilling skills, students learn through enjoyable, modified games. GS is inclusive and modifies games to ensure all students can participate. It also promotes cooperation, communication, problem-solving, and building confidence through experience.
Hpe presentation
Game sense is an approach to teaching physical education and health that focuses on active participation in games rather than direct instruction. It allows children to learn through experience by asking questions and problem-solving as they play. Studies have shown that game sense improves students' understanding of skills and strategies. It also encourages discussion and cooperation with peers. When used in PE classes, game sense keeps children engaged and enjoying their learning by focusing on fun games and activities rather than textbooks.
Pdhpe slideshow
This document discusses the Game Sense approach to teaching physical education. Game Sense focuses on student-centered learning through modified games and activities that progressively increase in complexity. It emphasizes tactical skills and game awareness over isolated skill drills. Game Sense promotes movement skills, active lifestyles, and fun as outlined in the NSW PDHPE syllabus. It is a holistic approach that develops physical, intellectual, and social skills through inquiry-based learning. Parents play an important role in supporting their child's Game Sense learning by encouraging participation and a positive attitude towards physical education.
Why study pdhpe
The document discusses the importance of PDHPE (Personal Development, Health and Physical Education) in primary schools. It explains that PDHPE teaches students important life skills like healthy lifestyles, relationships, decision making, teamwork and communication. It also gets students active and having fun through sports and games. The school uses a "Games Sense" approach to PDHPE which focuses on enjoying games rather than techniques, and helps students develop skills in decision making, problem solving and cooperation.
Game Sense Presentation
Game sense is an approach to teaching sports that focuses on engaging students in modified games to build both skills and an understanding of strategies, rather than isolated skill drills. It allows students to learn skills in a game-like environment, helps implement skills, and promotes success through appreciation. The game sense approach uses a format of warm-up, game, discussion, and optional skill practice. It aligns with the goals of the PDHPE syllabus by developing observational skills and tactical understanding through execution in games.
Game sense
This document discusses the benefits of using a game sense approach to teaching physical education (PE) to 6th grade students. Game sense focuses on developing skills within modified games to improve understanding of tactics and rules. It aims to be inclusive of all students by accommodating varying abilities. The game sense approach encourages problem solving, decision making, and communication skills. It is student-centered and allows students to explore movements on their own terms rather than being instructed. Using this approach in PE classes aligns with the goals of the NSW syllabus and has benefits such as increasing motivation by allowing students autonomy in their learning.
Game Sense approach
A Game Sense approach to teaching physical education focuses on developing students' skills and understanding within the context of game-like situations, keeping them actively engaged. It categorizes sports into four areas and emphasizes skill development, decision-making, and fostering positive attitudes rather than strict performance or rules. Research shows this student-centered approach improves cognitive dimensions of play without hindering skill development and helps students learn values like participation, responsibility and realizing their potential.
Game sense
Game sense is a pedagogical approach used in physical education that focuses on developing students' understanding of games through participation rather than technical drills. It provides opportunities for students to learn decision making, problem solving, tactics and other skills in an enjoyable way. Teachers using game sense concentrate on helping students understand game objectives, necessary skills and strategies, and how to solve problems within games. This approach has benefits for students' physical health, social and cognitive development, and learning transferable skills through meaningful game experiences.
Game sense
The Game Sense approach is a student-centered method for physical education and coaching that focuses on playing games, rather than isolated skill drills. It emphasizes strategy, tactics, and decision-making over techniques. Students develop skills and understanding of games through authentic play. Game Sense encourages enjoyment, social interaction, flexibility and learning from mistakes. It aligns with fundamental movement skills and is supported for invasion, striking, net/wall and target games. The approach avoids over-coaching and fosters student autonomy, interpersonal relationships and construction of knowledge.
Game sense for parents
The document discusses the Game Sense approach to teaching physical education. It explains that Game Sense is a student-centered approach that focuses on playing modified games to develop skills like decision making and problem solving, rather than separate skill drills. It places students at the center of learning through questioning rather than direct instruction. The approach has benefits like promoting positive attitudes, considering student needs, and allowing critical thinking. It also aligns well with the NSW PDHPE curriculum's emphasis on skills like collaboration. In conclusion, the teacher believes Game Sense is the best approach for developing well-rounded students and ensuring PE is enjoyable for all ability levels.
Game Sense Approach
The Game Sense Approach was developed in the mid-1990s as a student-centered approach that prioritizes students' needs and abilities over the importance of the game. It focuses on allowing students to experience and learn games before concepts and skills are taught, increasing motivation. The approach helps students learn to problem solve, make decisions, and think tactically within an inclusive environment. Adopting this approach can encourage physical activity and develop students' physical, mental, social, and spiritual wellbeing in relation to the NSW PDHPE syllabus.
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Game sense ppt
- 2. Curry & Light, 2006: Game Sense is a student-centered, inquiry-based approach to PE Allows students to develop their own skills and understanding while being actively involved in the game
- 3. Focuses on game, not discrete skills or techniques Learning occurs within modified-games or game-like activities to develop understanding, decision-making and skills Skill development occurs at same time as understanding, reduces technical demand, increases game concentration
- 4. Integrates physical, intellectual and social learning Caters for different age, size, ability, inclination and motivation “offer opportunities to intellectualize games teaching in physical education” Light & Fawns, 2001
- 5. From a teacher perspective, student participation is key Lack of participation can lead to lack of enjoyment, which may cause a negative view of physical activity This negative view can lead to decreased socialising chances as well as higher risk of obesity and Cardiovascular Disease (CVD) According to the NSW PDHPE Syllabus, the skills apparent in each strand are moving, problem- solving, communicating, interacting and decision- making The attainment and refinement of these skills can have a positive impact on their ability to participate in a game
- 6. Game Sense is the best way forward in teaching PDHPE Increase in participation because it caters for all students Focuses on playing the game, not technique or skills Highly enjoyable= Positive influence of exercise in the future
- 7. Curry, C., & Light, R. (2006). Addressing the NSW quality teaching framework in physical education: Is Game Sense the answer. In Asia Pacific Conference on Teaching Sport and Physical Education for Understanding (pp. 7-19). Light, R. & Fawns, R. (2001). The thinking body: constructivist approaches to games teaching in physical education. Melbourne Studies in Education. 42(2),69- 87.
Editor's Notes
- Curry, C., & Light, R. (2006). Addressing the NSW quality teaching framework in physical education: Is Game Sense the answer. In Asia Pacific Conference on Teaching Sport and Physical Education for Understanding (pp. 7-19).
- Light, R. & Fawns, R. (2001). The thinking body: constructivist approaches to games teaching in physical education. Melbourne Studies in Education. 42(2),69-87.