Game Sense Presentation
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The document discusses the Game Sense approach to physical education within the NSW PDHPE curriculum. Game Sense focuses on developing fundamental movement skills through a student-centered, games-based method. It incorporates technical coaching to develop skills while providing progression for all ability levels. Game Sense promotes an inclusive, supportive learning environment where students actively participate, learn socially, and interpret experiences. The approach provides opportunities for students to learn and apply interchangeable techniques through invasion games, striking games, net/wall games, and target games.
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![Physical Education Within the
PDHPE Curriculum
Physical Education within the NSW PDHPE curriculum is mandatory for all
students to develop tangible and adaptable skills for life. Board of Studies
[BOS] (2018) highlights the importance of movement within the rationale,
linking development of qualities such as resilience, inclusivity, respect,
empathy, and social justice to opportunities for growth within the Health
and Physical Education experience.
More specifically, the design of the Game Sense framework encourages
and facilitates the development of integral skills and tactics your children
will encounter to challenge and expand their pre-existing level of physical
health in a positive and supportive environment.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document discusses the game sense approach in PDHPE. Game sense uses modified games to develop students' skills, decision making, and confidence through enjoyable activities. It has three parts: decision making, movement knowledge, and skill development. Game sense promotes engagement, skills, self-esteem, cognition, and confidence. Teachers can modify games by changing sizes, teams, equipment, or rules. The game sense approach aligns with PDHPE outcomes by adapting skills to different situations and building relationships through physical activity. Overall, game sense and PDHPE are important for promoting participation, healthy lifestyles, and positive relationships through physical education.
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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.
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This document discusses Game Sense, a philosophy for teaching physical education that focuses on fun, playing, thinking, communicating, inclusion, challenge, and being player-centered. Game Sense involves modifying games, equipment, player numbers and rules to allow students to focus on skills while maintaining the tactical elements of sports. It emphasizes student autonomy and discovery through minimizing rules and coaching during games. Research shows Game Sense can develop students' tactical awareness, decision making, communication and perception skills.
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This document discusses Game Sense, a philosophy for teaching physical education that focuses on fun, playing, thinking, communicating, inclusion, challenge, and being player-centered. Game Sense involves modifying games, equipment, player numbers and rules to allow students to focus on skills while maintaining the tactical elements of adult games. It emphasizes student autonomy and discovery through meaningful experiences like play and games to develop fundamental movement skills and positive attitudes towards physical activity.
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This document outlines the goals and content of the Personal Development, Health and Physical Education (PDHPE) curriculum in New South Wales, Australia. It discusses how PDHPE aims to develop students' knowledge, skills, and attitudes to lead healthy, active lives. It also describes the eight strands that make up the PDHPE subject content, which include active lifestyle, dance, gymnastics, growth and development, games and sports, interpersonal relationships, personal health choices, and safe living. Research cited supports that physical activity improves children's learning, teamwork skills, fitness, and overall development.
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1) Family is the most significant educator and family-school communication and partnerships are important for student motivation and learning. Schools need to value communication with families.
2) Schools play an important role in child development and education. School facilities affect teacher retention and student health, behavior, and achievement.
3) Work experiences during adolescence can help or hinder young people's development, so it is important to consider how employment impacts students' schooling and future attainments. The demands of work may increase dropout rates.
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PDHPE in primary schools encourages understanding of self and others, promotes physical activity, and emphasizes informed decision making. It supports students' physical, social, cognitive, emotional, and movement skill development. PDHPE uniquely contributes to the curriculum by developing the whole student. It focuses on health, physical activity, and fundamental movement skills, which are important to establish during primary school. The goal is for students to lead healthy, active lives and adopt responsible roles in society.
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The document summarizes three models of educational change: Schooling by Design, IDEAS Model, and Strategy in Education Model. Schooling by Design uses backward design and focuses on identifying desired results and acceptable evidence. The IDEAS Model is a five phase process including initiating, discovering, envisioning, actioning and sustaining. It also emphasizes parallel leadership between teachers and administrators. The Strategy in Education Model focuses on envisioning the future, articulating objectives, implementing strategies, and monitoring progress. All three models emphasize improving teaching and learning, being appropriate for the school, using data, and taking a long term perspective.
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The Game Sense approach to teaching PDHPE classes provides several benefits to students. It uses inquiry-based and student-centered methods that allow students to actively engage in games while developing skills and understanding. This approach stimulates higher-order thinking and problem-solving abilities. It also improves physical performance and encourages students to enjoy interacting with others. Game Sense is a sport-specific version of Teaching Games for Understanding and links to the NSW PDHPE Syllabus. It encourages participation from all students, especially those less interested in traditional sports. Using Game Sense strengthens students' decision-making, group work, engagement in games to transfer learning, and development of cognitive and fundamental skills through a learner-centered approach.
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Pe presenattion
The document discusses the game sense approach in PDHPE. Game sense uses modified games to develop students' skills, decision making, and confidence through enjoyable activities. It has three parts: decision making, movement knowledge, and skill development. Game sense promotes engagement, skills, self-esteem, cognition, and confidence. Teachers can modify games by changing sizes, teams, equipment, or rules. The game sense approach aligns with PDHPE outcomes by adapting skills to different situations and building relationships through physical activity. Overall, game sense and PDHPE are important for promoting participation, healthy lifestyles, and positive relationships through physical education.
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Movement education focuses on teaching fundamental movement skills like locomotion, object control, and stability. It benefits students by encouraging physical activity and developing skills needed for lifelong participation. The approach links to NSW syllabus outcomes by introducing skills in a progression from simple to complex. It ensures students meet stage one requirements like performing skills with equipment in minor games and participating in physical activity.
Kates
PDHPE is an important primary school subject that aims to provide students with the skills, values, attitudes and knowledge to lead healthy, active and fulfilling lives. It enhances students' social skills, emotional and physical wellbeing, and lays the foundations for them to become responsible members of society. Students learn abilities like effective communication, decision making, physical responses, problem solving, and positive interaction through subject matter covering active lifestyles, dance, games, growth, gymnastics, relationships, health choices, and safe living.
16985100
PDHPE is an important primary school subject that aims to provide students with the skills, values, attitudes and knowledge to lead healthy, active and fulfilling lives. It enhances students' social skills, emotional and physical wellbeing, and lays the foundations for them to become responsible members of society. Students learn abilities like effective communication, decision making, physical responses, problem solving, and positive interaction through subject matter covering active lifestyles, dance, games, growth, gymnastics, relationships, health choices, and safe living.
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.
Presentation game sense
Game sense is a framework for teaching physical education and sports that was developed in Australia in the 1990s. It focuses on having students learn fundamental skills through modified games and activities that emphasize problem solving and tactical understanding over physical performance. The game sense approach allows teachers to incorporate reflection and discussion to facilitate cognitive, social, and physical learning in a student-centered way. It has several strengths, including supporting constructivist learning, developing decision-making skills, and promoting participation and enjoyment of physical activity.
CS Pe
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, scope and sequence, and time allotments. The curriculum aims to develop 21st century skills and physical literacy through a focus on health-related fitness, movement skills, and participation in physical activities like games, sports, dance and recreation. It prioritizes habitual physical activity, motor competence, valuing physical activity, and understanding concepts of movement.
Physical Education K to 12 Curriculum Guide
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, and scope/sequence. Specifically, it aims to:
1. Develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2. Focus on health-related fitness and physical activity participation to achieve and maintain health, rather than sports achievement.
3. Provide developmentally-appropriate physical activities from grades 1-12 so students can practice and evaluate knowledge/skills for lifelong health.
4. Integrate strands like body management, movement skills, games/sports, rhythms/dance, and
PHPE2016
Game sense is an inquiry-based approach to teaching sports that focuses on playing games to develop skills rather than separate skill practice. It emphasizes fun, thinking, communicating, and challenging oneself and others. The key Game Sense model involves students first recognizing game problems, then understanding rules and decision-making, and finally tactics and skill execution. Game Sense promotes using fundamental movement skills within games to enhance physical ability and decision-making. It allows students to take ownership over their learning while developing social and problem-solving skills through team-based game play.
Game Sense PDHPE
The document discusses the Game Sense (GS) approach to teaching physical education. GS focuses on having students play games rather than isolated skills practice to develop technique, problem-solving, and decision-making. It emphasizes invasion, striking, and net games that are modified to encourage cooperation. Teaching Games for Understanding (TGFU) is a student-centered version of GS where students make their own decisions within games. Implementing GS allows students to develop 12 fundamental movement skills while learning social skills through collaboration and communication.
Game sense
The game sense approach is a modified sports teaching method that encourages student engagement and participation. It modifies game rules and equipment to emphasize strategic aspects of games like attack and defense. This allows students of all ability levels to succeed while developing fundamental movement skills and communication strategies. The game sense approach meets NSW Physical Education curriculum outcomes by incorporating movement skills and strategies into modified games in a way that promotes physical activity, cooperation, and problem solving without pressure to perform perfectly.
K to 12 DepEd Curriculum Guide Physical Education
The document provides an overview of the K-12 Physical Education curriculum in the Philippines. Some key points:
1) The curriculum aims to develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2) The core of the curriculum is fitness and movement education to achieve health-related fitness and optimize health. It emphasizes understanding why fitness is important.
3) The curriculum covers strands like body management, movement skills, games/sports, rhythms/dance, and physical fitness from grades 1-12.
4) The goals are for students to understand concepts of physical fitness and activity for an active lifestyle and lifelong health.
Curriculum Final physical education
The document outlines the curriculum framework for physical education (PE) in the K to 12 Basic Education Program in the Philippines. It introduces the 21st century skills focus of the overall K to 12 program and describes the PE curriculum's focus on developing health-related fitness and physical literacy through enjoyable movement-based activities. The curriculum is organized into five learning strands and emphasizes developing an understanding of movement from kindergarten through grade 12 to promote lifelong physical activity and health.
Final physical education 1 10 01.13.2014 edited may 1, 2014
The document outlines the curriculum framework for physical education (PE) in the K to 12 Basic Education Program in the Philippines. It aims to develop 21st century skills among learners such as critical thinking, problem solving, communication and collaboration skills. The PE curriculum focuses on fitness and movement education to achieve and maintain health-related fitness. It adopts a paradigm shift from previous sports-dominated approaches to emphasize physical literacy. The curriculum is standards-based and covers strands like body management, movement skills, games and sports, rhythms and dances, and physical fitness. It utilizes developmentally appropriate, activity-based learning approaches to develop an understanding of movement and an active lifestyle.
Final Physical Education 1-10 01.13.2014_edited May 1, 2014.pdf
The document provides an overview of the K-12 Physical Education curriculum in the Philippines. It outlines the curriculum's framework, philosophy, learning outcomes, approaches, strands, scope and sequence, time allotment, and grade-level standards for physical education from grades 1-12. The curriculum aims to develop 21st century skills among learners through physical activity and emphasizes physical literacy, health-enhancing fitness, and developing an understanding of fitness and movement to achieve an active lifestyle.
Grade 7 cg final physical education 1 10 01.13.2014 edited may 1, 2014
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Final physical education 1 10 01.13.2014 edited may 1, 2014
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Game Sense Presentation
- 1. A GAMES SENSE APPROACH TO PDHPE Miss Grace Pitt | 5/6P
- 2. Physical Education Within the PDHPE Curriculum Physical Education within the NSW PDHPE curriculum is mandatory for all students to develop tangible and adaptable skills for life. Board of Studies [BOS] (2018) highlights the importance of movement within the rationale, linking development of qualities such as resilience, inclusivity, respect, empathy, and social justice to opportunities for growth within the Health and Physical Education experience. More specifically, the design of the Game Sense framework encourages and facilitates the development of integral skills and tactics your children will encounter to challenge and expand their pre-existing level of physical health in a positive and supportive environment.
- 3. Development of Game Sense The World Health Organisation [WHO] (2020) provides a contextual account of the state of health as; ”…a state of complete physical, mental and social well-being…” (Constitution section, dot point 1). It seems that in previous years, sport and physical activity was primarily dominated by masculinity and focused on an ‘ideal’ physical appearance (Cliff, 2012), however, this perspective has encountered a shift towards inclusive practices, stepping away from the social construct of the body. This has seen a rise in body positive movements, and pedagogy such as Game Sense and Teaching Games for Understanding (TGfU) have since been incorporated into the NSW syllabus to promote an inclusive and supportive environment for all students.
- 4. So Why the Game Sense Approach? The Game Sense model was designed to focus on fundamental skills and techniques while incorporating a student/ player centered, games-based approach. The key objective of Game Sense is to learn and apply interchangeable techniques to a variation of student experiences while learning about the relationship between skills, tactical understanding and decision-making. Game Sense also integrates technical coaching to ascertain particular skills while providing a progression continuum for all students to aim to achieve. Games sense is a constructivist approach which considers the following: • Learning requires active participation • Learning is a social process • Learning is a process of interpretation and adaption These points highlight the comprehensive and holistic nature of Game Sense, allowing your children to be active and informed learners . (Pill, 2016).
- 5. What are the Fundamental Movement Skills? There are twelve fundamental movement skills which students are given the opportunity to learn and develop over their schooling career. These are balancing, running, jumping, catching, hopping, throwing, galloping, skipping, leaping and kicking (NSW Department of Education and Communities and NSW Health, 2012). These movement skills align with the NSW PDHPE curriculum objectives as both promote an active lifestyle and require conceptual knowledge and understanding that will allow students to apply and demonstrate their competence of concepts that are critical to their development.
- 6. Games that Incorporate and Promote the Fundamental Movement Skills • Invasion Games (territorial): Soccer, Rugby, Basketball. • Striking Games: Cricket, Softball. • Net/Wall Games: Volleyball, Squash, Tennis. • Target Games: Golf, Archery, Lawn Bowls. (Light, 2006).
- 7. What Types of Activities will the Game Sense Approach Provide for my Child? As previously outlined, Game Sense provides a comprehensive and holistic approach to learning skills and techniques relative to important milestones the syllabus aims to reach every given year. The Game Sense pedagogy promotes: • A positive and supportive learning environment • Continual dialogue to engage students and encourage participation • Collaboration and a ‘collective’ mentality • Challenging and transforming negative perceptions of the self • Targeting pre-existing skills and building upon those foundations (Light, 2012)
- 8. References Board of Studies NSW. (2018). PDHPE K-10 Syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe- k-10-2018 Cliff, K., & Wright, J. (2010). Confusing and contradictory: Considering obesity discourse and eating disorders as they shape body pedagogies in HPE. Sport, Education and Society: Body Pedagogies, Education and Health, 15(2), 221-233. Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39 (1), 8-19. Light, R. (2012). Game Sense: Pedagogy for Performance, Participation and Enjoyment. Routledge Studies in Physical Education and Youth Sport. Pill, S. (2016). An Appreciative Inquiry Exploring Game Sense Teaching in Physical Education. Sport, Education and Society 21(2): 279-97. doi: 10.1080/13573322.2014.912624 NSW Department of Education and Communities and NSW Health. (2012). Live Life Well at School: Fundamental Movement Skills in Action. Retrieved from https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Fundamental_Movement_Skills_in_Action.pdf World Health Organisation [WHO]. (2020). Constitution. Retrieved from https://www.who.int/about/who-we-are/constitution