2. What is a Game Sense Approach?
A game sense approach to physical education is based around
the idea of developing specific sporting skills through play, or
games, rather then as apart of a particular sport. Adapted from
particular sports, the game sense approach focuses on particular
elements of sport, that are: invasion games, striking games,
net/wall games, and and target games (Light, 2006). The aim is
for students to develop skills and tactical thinking, in a fun
environment that allows for the adaptation of the game to suit the
developmental needs and ability of the students (Pills, 2014).
This approach supports the PDHPE syllabus, which focuses on
developing specific skills rather then particular sports (BOSTES,
2007).
3. How is the Game Sense Approach
Utilised?
An example of using a game sense approach would be the
inclusion of striking a large ball with a plastic cricket bat within a
game. Including this allows students to develop striking skills as
outlined in the curriculum, within a safe and encouraging
environment. This allows students to become familiar with
equipment, and skills without the pressure of playing a sport well.
From this, we are able to adjust the game to meet the needs of
the student. Rather then a sport being introduced and played, a
game can be introduced and altered to ensure variety.
4. Why Use a Game Sense Approach?
The game sense approach promotes a positive physical
education experience. It has been found that our attitude toward
exercise and health as adults is directly influenced by our
experiences of these areas as children. A game sense approach
removes the stigma that surrounds sports and ability, by
promoting interaction through play. The idea is, that children will
develop a positive relationship with exercise and movement that
will develop the necessary skills to make healthy choices as
adults.
Previously is was found that with previous approaches that taught
specific sports, students had inflexible technique and would rely
too heavily on the coach (Hopper, Butler & Storey, 2009).
5. Why Use a Game Sense Approach?
Cont.
Also, using this approach allows teachers to teach and develop
fundamental skills in a way that can be adapted to cater for all
levels of ability. Often students who are not classified as “sporty”
or good at a particular sport, can be lost within the game and not
reach their full potential. Using a game sense approach teachers
can ensure all students are working toward skill development, by
adapting the game to ensure full participation. It is discussed that
not only does this approach promote participation through clever
planning, it boosts the student’s interest level, and their desire to
participate (Townsend, 2007).
6. What Does a Game Sense
Approach Involve?
An example of an activity using a game sense approach is a
game that requires “fielding” outside of the tradition sense.
Traditionally during a game such as softbal,l the fielders have the
opportunity to exclude themselves by standing still. Also, it allows
for a specific skill to be performed and developed only in line with
specific rules; becoming especially problematic when taught by
someone other then a specialist (Townsend, 2007).
During a game sense approach to a fielding game, the teacher
can adapt rules that require all students to participate such as
‘when the ball is caught, all fielders must touch the ball’.
7. Conclusion
The overall objective through PDHPE is for students to develop
the skills necessary to make good, healthy choices in life. As
teacher’s we aim to prepare your children for their futures while
still enjoying their childhood, and giving them the opportunity to
play, and have fun while being ‘kids’. The game sense
approach is a method of meeting these aims where we involve
your child in games that promote skill development, fun,
movement, mental well-being, and resilience. By setting the
foundations now, the children can chose to live an active
lifestyle because they enjoy it, as well as for health benefits.
8. References
Light, R. (2006). Game Sense: Innovation or just good
coaching?. Journal of Physical Education New Zealand,
39(1), 8.
Pills, S. (2014). An appreciative inquiry exploring game sense
teaching in physical education. Sport, Education and
Society, 1-19.
BOSTES (2007) PDHPE K-6 syllabus. Retrieved on 23.09.2015
from: http://syllabus.bos.nsw.edu.au/pdhpe/
Townsend, G. (2007). Game sense. Rugby Union Football.
Hopper, T., Butler, J., & Storey, B. (2009). TGFU-Simply Good
Pedagogy: Understanding a Complex Challenge. PHE
Canada.
