Game Sense Teaching
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This document discusses game sense teaching, which was introduced as an alternative to traditional physical education methods that do not account for the contextual nature of games. Game sense teaching starts with the game and its rules to develop tactical awareness and decision making before skills. It involves designing games to achieve outcomes, asking questions to stimulate thinking, and allowing for discussion and testing of ideas. The strengths of this approach include inclusiveness, being student-centered, and catering to varying skill levels. It also helps develop fundamental movement skills and positive relationships, linking it to the PDHPE syllabus.
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What is the game sense approach
The Game Sense approach was proposed by Bunker and Thorpe in 1982 to address the problem of students developing skills but not understanding how and when to apply them in games. It focuses on modified games to develop understanding of tactics and strategies alongside skills. Some key aspects are using modified rules and equipment to suit different abilities, collaborative learning, and reflective questioning. Game Sense meets the goals of the PDHPE syllabus by developing problem-solving, confidence, teamwork and skills through a student-centered approach.
Unit 2 sports and education
The document discusses several topics related to sports and organized youth sports programs including:
1) It defines key sociological terms and explores the differences between play, spectacle, and their roles in sports.
2) It outlines many benefits of organized youth sports such as socialization, building relationships, developing teamwork skills, and improving health.
3) It also notes some potential issues with youth sports like an overemphasis on winning, sports specialization, overinvolved parents, and access issues preventing some children from participating.
Game sense approach
The document discusses the game sense approach to teaching physical education. It focuses on teaching students the principles and strategies of games rather than isolated skills. This allows students to develop skills in a realistic environment while having fun. The approach helps students improve cognitive thinking as they discuss tactics and strategies. It also helps students develop fundamental movement skills within the context of different categories of games like invasion games, target games, net/wall games, and striking/fielding games.
Game sense
The Teaching Games for Understanding (TGFU) model, also known as the Game Sense model, focuses on developing skills in a game situation rather than isolated techniques. Previous models emphasized technique practice over tactical understanding and decision-making. TGFU lessons begin with a modified game to engage students, followed by game appreciation, tactical awareness, decision-making, and skill execution within the game context. This approach motivates learners and allows for immediate feedback to improve skills and understanding of games. The teacher modifies games, asks questions, and ensures inclusivity and teamwork.
PDHPE Assignment 2
The document discusses the game sense approach to teaching physical education and sports. It is based on the teaching games for understanding model and focuses on developing students' decision making, problem solving, and physical skills through modified games. The game sense approach uses small sided, modified games to teach students tactics, decision making, skill execution and game performance in a fun, student-centered way. It helps students learn technique and skills through play rather than isolated drilling. The approach aligns with the NSW PDHPE curriculum and helps students of all abilities develop physically and cognitively.
Introduction to Game Sense
The following resource, informs parents and teachers of the current Physical Education teaching approach being implemented in modern schools.
Game sense
Game sense approach is a student-centered teaching method used in primary school PE classes that focuses on developing tactical skills and understanding through modified games. It emphasizes fun, inclusion, thinking, communication and challenge by changing game rules to focus on techniques and skills for all ability levels. Teachers use this approach to promote the development of strategic thinking in students and to make games more engaging and meaningful. It has been shown to improve students' tactical play, confidence and social skills while reducing demands.
Game sense
Game sense approach is a student-centered pedagogical model used in physical education classes to teach games. It focuses on developing students' tactical skills and understanding of games through modifying rules and encouraging reflection. The approach emphasizes fun, inclusion, and challenge. Teachers use game sense to promote critical thinking, communication, and motor skill development through game play. Some benefits include improved tactical ability, confidence, and social skills as students learn to problem solve, make decisions, and interact with peers.
Recommended
What is the game sense approach
The Game Sense approach was proposed by Bunker and Thorpe in 1982 to address the problem of students developing skills but not understanding how and when to apply them in games. It focuses on modified games to develop understanding of tactics and strategies alongside skills. Some key aspects are using modified rules and equipment to suit different abilities, collaborative learning, and reflective questioning. Game Sense meets the goals of the PDHPE syllabus by developing problem-solving, confidence, teamwork and skills through a student-centered approach.
Unit 2 sports and education
The document discusses several topics related to sports and organized youth sports programs including:
1) It defines key sociological terms and explores the differences between play, spectacle, and their roles in sports.
2) It outlines many benefits of organized youth sports such as socialization, building relationships, developing teamwork skills, and improving health.
3) It also notes some potential issues with youth sports like an overemphasis on winning, sports specialization, overinvolved parents, and access issues preventing some children from participating.
Game sense approach
The document discusses the game sense approach to teaching physical education. It focuses on teaching students the principles and strategies of games rather than isolated skills. This allows students to develop skills in a realistic environment while having fun. The approach helps students improve cognitive thinking as they discuss tactics and strategies. It also helps students develop fundamental movement skills within the context of different categories of games like invasion games, target games, net/wall games, and striking/fielding games.
Game sense
The Teaching Games for Understanding (TGFU) model, also known as the Game Sense model, focuses on developing skills in a game situation rather than isolated techniques. Previous models emphasized technique practice over tactical understanding and decision-making. TGFU lessons begin with a modified game to engage students, followed by game appreciation, tactical awareness, decision-making, and skill execution within the game context. This approach motivates learners and allows for immediate feedback to improve skills and understanding of games. The teacher modifies games, asks questions, and ensures inclusivity and teamwork.
PDHPE Assignment 2
The document discusses the game sense approach to teaching physical education and sports. It is based on the teaching games for understanding model and focuses on developing students' decision making, problem solving, and physical skills through modified games. The game sense approach uses small sided, modified games to teach students tactics, decision making, skill execution and game performance in a fun, student-centered way. It helps students learn technique and skills through play rather than isolated drilling. The approach aligns with the NSW PDHPE curriculum and helps students of all abilities develop physically and cognitively.
Introduction to Game Sense
The following resource, informs parents and teachers of the current Physical Education teaching approach being implemented in modern schools.
Game sense
Game sense approach is a student-centered teaching method used in primary school PE classes that focuses on developing tactical skills and understanding through modified games. It emphasizes fun, inclusion, thinking, communication and challenge by changing game rules to focus on techniques and skills for all ability levels. Teachers use this approach to promote the development of strategic thinking in students and to make games more engaging and meaningful. It has been shown to improve students' tactical play, confidence and social skills while reducing demands.
Game sense
Game sense approach is a student-centered pedagogical model used in physical education classes to teach games. It focuses on developing students' tactical skills and understanding of games through modifying rules and encouraging reflection. The approach emphasizes fun, inclusion, and challenge. Teachers use game sense to promote critical thinking, communication, and motor skill development through game play. Some benefits include improved tactical ability, confidence, and social skills as students learn to problem solve, make decisions, and interact with peers.
Game sense
The game sense approach teaches tactics and decision making through games to develop an understanding of games. It focuses on the game itself rather than skills. Game sense is based on the Teaching Games for Understanding model which concentrates on the nature of games rather than technical skills. There are four categories of games - invasion, striking, net/wall, and target games. The benefits of the game sense approach include encouraging tactical thinking and decision making, focusing on the game, and developing social skills through cooperation. It also links to the NSW PDHPE syllabus by developing interpersonal, self-management, and movement skills.
Serious Sports
The Serious Sports Digital Game is a new, free, online “Coaching Game” The game is designed to help support the learning process of developing good basketball coaching principles in areas such as fitness training, skills training and tactics and strategies through a number of in-game activities and is available for piloting. The Serious Sports project aimed to develop a digital sports game and reusable framework that will offer sports/fitness coaches the opportunity to simulate the physical conditioning, training content and structure in different (training) seasons for a European-wide sparring sport.
Furthermore, it provided the VET system with a ‘good practice’ guide that is scalable, applicable and transferable in training courses for initial and continuous professional development and a reusable framework that will be used to populate the digital game with other disciplines thus expanding the scope of the project to benefit a wider variety of trainers.
Game sense activities
Game Sense is a student-centered approach to teaching sport skills that uses modified games. It enables accommodation for varying ability levels, promoting critical thinking and problem solving. Games are classified into categories like net/court, target, invasion, and striking/fielding. Lessons now focus less on direct teaching and more on developing competency through gameplay connections to concepts. Questioning techniques challenge students to think strategically as games progress in difficulty. Game Sense makes PE a more engaging subject by presenting tactical, technical and fitness components contextually in modified games.
Game sense pp
Game Sense is a style of teaching physical education that focuses on enjoyment, participation, and developing skills through modified games. It uses a student-centered approach where children help create rules and structures for games. The difficulty of games progresses to continually develop skills. This contrasts with traditional methods that isolated skills, focused on technique, and emphasized competition. Game Sense aligns with the goals of the PDHPE syllabus by developing fundamental movement skills in a fun, inclusive way for all students.
Slideshow
Game sense is an approach to teaching physical education that uses modified games to engage students and encourage the development of skills. It focuses on student participation, cooperation, and reflection. Through playing games, students learn skills and strategies and discuss their experiences. This helps students progressively improve their abilities. Game sense appeals to students' innate desire to play, which maximizes their engagement and learning. It also allows teachers to tailor games to meet different ability levels. Overall, game sense fosters student inclusion and meets the goals of the physical education curriculum by engaging students in physical activity and developing their physical, cognitive, and social skills.
Game sense
Game sense is a student-centered approach to teaching physical education that emphasizes developing skills and understanding through modified and progressively challenging games. Key aspects include adapting games to different ability levels, maximizing student involvement, and facilitating self-directed learning through inquiry and problem-solving within game contexts. This approach aims to build students' confidence, promote teamwork and inclusion, and help students acquire skills and values for lifelong healthy and active living.
Game sense Presentation
This document discusses game sense, an approach to teaching games that focuses on developing tactical, technical and decision-making skills through inquiry-based learning within game situations. It describes game sense as existing in three parts and lists categories of games that can be taught using this approach. The benefits of game sense are also outlined, including social and moral learning, friendship building, identity formation and enjoyment. Finally, the document explains that teaching game sense in primary schools helps students develop important skills for healthy, safe lives like self-management, interpersonal skills, and movement abilities.
Assignment 2 PDHPE
The document discusses the game sense approach to teaching physical education. It is based on the teaching games for understanding model and focuses on developing students' problem solving, decision making, and tactical skills through modified games. The game sense approach uses small sided, modified games to teach skills and strategies in a fun, contextual way. It is student-centered and allows students to develop understanding and appreciation of games. The approach helps students learn technique through play instead of isolated skill drills and meets various outcomes in the NSW PDHPE curriculum.
Pdhpe game sense
This document discusses the "Game Sense" approach to physical education pedagogy. It describes Game Sense as a student-centered approach that focuses on developing a holistic understanding of games through tactical awareness, decision making, skill execution, and game performance, rather than solely on technical skills. The document outlines the Game Sense model and categories. It also provides guidance for implementing Game Sense in lessons, relating it to curriculum outcomes, and addressing challenges in modifying games.
Unit 2 sports and education
The document discusses several topics related to sports and athletics. It begins by defining key sociological terms and discussing the differences between play, sports, and spectacle. It then examines the sociology and psychology of sports. Chapter 5 explores both the benefits and potential issues of organized youth sports programs. Some benefits discussed include socialization, relationship building, teamwork, health, competition, self-discipline, confidence, resilience, and leadership. Some potential issues are overemphasis on winning, sports specialization, overinvested parents, underqualified coaches, lack of access, and overemphasis on athletics at the college level.
PDHPE Game Sense Approach
The document discusses the game sense approach used in physical education classes. Game sense focuses on problem solving, decision making, skill development and tactics through modified games. It encourages student participation, confidence, teamwork and fundamental movement skills. As a stimulating approach, game sense stops games periodically for students to reflect and progress their learning. It is an effective holistic learning method that is cognitive, social and physical. The document suggests parents can help by playing games with their children and asking how to make games more challenging.
Learning with play teaching with games
The document discusses the differences between play and games. Play is defined as engaging in activities for fun and recreation, while games are physical or mental contests conducted according to rules with opposing participants. It then discusses potential topics around using games, including gamification, brain training, simulation, student engagement, transition, and pastoral support. Specific examples are provided on using VR, virtual campus tours, and video game streaming to engage students. The document encourages the reader to use a random idea generator for inspiration on incorporating video games into teaching and learning activities.
New microsoft power point presentation
The document discusses the Game Sense approach to teaching physical education. Game Sense is a variation of the Teaching Games for Understanding (TGfU) model that places greater emphasis on the play aspect of sports. It allows students to develop skills like decision making and problem solving within an engaging environment through modified games. The benefits of this approach include helping students develop skills outlined in the curriculum, fostering positive feelings of success, and promoting physical activity in a fun way.
English game sense
Game sense is an approach to teaching physical education that focuses on engaging students in modified games and strategies to build skills and tactical understanding rather than isolated drills. It originated in the 1980s as an alternative to the traditional emphasis on perfecting fundamental movement skills. Game sense lessons are student-centered, with the teacher observing play and providing feedback rather than over-coaching. This allows students to think for themselves and develop decision-making abilities within modified games. Key benefits of the game sense approach include promoting both physical and intellectual development, aligning with educational initiatives, and creating an inquiry-based learning environment where students are actively engaged.
Game sense approch year 4 pdhpe
The document discusses the Game Sense approach to physical education and sport. Game Sense aims to develop students' decision making, problem solving, and understanding of sports through modified games. It focuses on playing the game rather than just teaching skills. Game Sense helps students develop skills like self-expression, social skills, and conflict resolution that are part of the physical education curriculum. It has strengths like increasing participation, rewarding both athletic and cognitive students, and developing leadership and social skills.
Game Sense Approach in Primary PDHPE
The Game Sense approach is a student-centered teaching method used in physical education. It focuses on developing students' tactical and strategic thinking about games through modified game play, rather than isolated skill drills. Teachers encourage reflection on gameplay by frequently stopping games to ask questions. This allows students to learn skills in the context of a game. Key benefits are that it is more inclusive and motivating for students as they learn to apply skills while having fun playing games.
Play way tech for elementary teaching
The document discusses the play-way method of teaching and learning. It defines play-way as a child-centric method where teaching is informal and natural to suit the child's interests. Learning occurs through play activities which help children develop social, cognitive, and emotional skills. The document provides examples of how subjects like language and math can be taught through games, songs, role-plays, and other play-based activities. Both children and teachers benefit from the play-way method as it makes learning enjoyable and easier to cater to individual abilities.
Game sense pp
Game sense is a student-centered approach to teaching sports that focuses on learning and discovery. It emphasizes modifying rules and equipment to cater to all ability levels. Games are used to develop skills in context rather than isolated practice. The key aspects of game sense implementation are an initial warm-up game, modifying the game to introduce a new skill, allowing play to resume and developing complexity, then concluding with student reflection. Game sense aligns with the physical education syllabus by developing problem-solving, decision-making, interaction, communication and movement skills through engaging game play.
A GAMES SENSE APPROACH
A Game Sense approach to teaching physical education emphasizes modified games to develop students' tactical awareness, decision-making and skills in a contextual environment. It focuses on inquiry-based learning through small-sided games rather than separate skills instruction. This allows students to experience sports holistically while developing strategies and understanding. Game Sense promotes thinking players and is compatible with the goals of the NSW PDHPE syllabus to develop skills, knowledge and healthy attitudes through play and questioning.
Game Sense
Game sense is a student-centered pedagogical approach used in physical education that focuses on playing the actual game rather than isolated skill practice. It emphasizes strategic decision making, movement, and developing skills within the flow of the game. The game sense approach modifies games to increase students' tactical awareness, decision making, and understanding of the game. It focuses on problem-solving within the game context rather than separate skill instruction. Game sense aligns with the goals of the NSW physical education syllabus by developing students' self-management, interpersonal, and movement skills through engagement in modified games.
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Game sense
The game sense approach teaches tactics and decision making through games to develop an understanding of games. It focuses on the game itself rather than skills. Game sense is based on the Teaching Games for Understanding model which concentrates on the nature of games rather than technical skills. There are four categories of games - invasion, striking, net/wall, and target games. The benefits of the game sense approach include encouraging tactical thinking and decision making, focusing on the game, and developing social skills through cooperation. It also links to the NSW PDHPE syllabus by developing interpersonal, self-management, and movement skills.
Serious Sports
The Serious Sports Digital Game is a new, free, online “Coaching Game” The game is designed to help support the learning process of developing good basketball coaching principles in areas such as fitness training, skills training and tactics and strategies through a number of in-game activities and is available for piloting. The Serious Sports project aimed to develop a digital sports game and reusable framework that will offer sports/fitness coaches the opportunity to simulate the physical conditioning, training content and structure in different (training) seasons for a European-wide sparring sport.
Furthermore, it provided the VET system with a ‘good practice’ guide that is scalable, applicable and transferable in training courses for initial and continuous professional development and a reusable framework that will be used to populate the digital game with other disciplines thus expanding the scope of the project to benefit a wider variety of trainers.
Game sense activities
Game Sense is a student-centered approach to teaching sport skills that uses modified games. It enables accommodation for varying ability levels, promoting critical thinking and problem solving. Games are classified into categories like net/court, target, invasion, and striking/fielding. Lessons now focus less on direct teaching and more on developing competency through gameplay connections to concepts. Questioning techniques challenge students to think strategically as games progress in difficulty. Game Sense makes PE a more engaging subject by presenting tactical, technical and fitness components contextually in modified games.
Game sense pp
Game Sense is a style of teaching physical education that focuses on enjoyment, participation, and developing skills through modified games. It uses a student-centered approach where children help create rules and structures for games. The difficulty of games progresses to continually develop skills. This contrasts with traditional methods that isolated skills, focused on technique, and emphasized competition. Game Sense aligns with the goals of the PDHPE syllabus by developing fundamental movement skills in a fun, inclusive way for all students.
Slideshow
Game sense is an approach to teaching physical education that uses modified games to engage students and encourage the development of skills. It focuses on student participation, cooperation, and reflection. Through playing games, students learn skills and strategies and discuss their experiences. This helps students progressively improve their abilities. Game sense appeals to students' innate desire to play, which maximizes their engagement and learning. It also allows teachers to tailor games to meet different ability levels. Overall, game sense fosters student inclusion and meets the goals of the physical education curriculum by engaging students in physical activity and developing their physical, cognitive, and social skills.
Game sense
Game sense is a student-centered approach to teaching physical education that emphasizes developing skills and understanding through modified and progressively challenging games. Key aspects include adapting games to different ability levels, maximizing student involvement, and facilitating self-directed learning through inquiry and problem-solving within game contexts. This approach aims to build students' confidence, promote teamwork and inclusion, and help students acquire skills and values for lifelong healthy and active living.
Game sense Presentation
This document discusses game sense, an approach to teaching games that focuses on developing tactical, technical and decision-making skills through inquiry-based learning within game situations. It describes game sense as existing in three parts and lists categories of games that can be taught using this approach. The benefits of game sense are also outlined, including social and moral learning, friendship building, identity formation and enjoyment. Finally, the document explains that teaching game sense in primary schools helps students develop important skills for healthy, safe lives like self-management, interpersonal skills, and movement abilities.
Assignment 2 PDHPE
The document discusses the game sense approach to teaching physical education. It is based on the teaching games for understanding model and focuses on developing students' problem solving, decision making, and tactical skills through modified games. The game sense approach uses small sided, modified games to teach skills and strategies in a fun, contextual way. It is student-centered and allows students to develop understanding and appreciation of games. The approach helps students learn technique through play instead of isolated skill drills and meets various outcomes in the NSW PDHPE curriculum.
Pdhpe game sense
This document discusses the "Game Sense" approach to physical education pedagogy. It describes Game Sense as a student-centered approach that focuses on developing a holistic understanding of games through tactical awareness, decision making, skill execution, and game performance, rather than solely on technical skills. The document outlines the Game Sense model and categories. It also provides guidance for implementing Game Sense in lessons, relating it to curriculum outcomes, and addressing challenges in modifying games.
Unit 2 sports and education
The document discusses several topics related to sports and athletics. It begins by defining key sociological terms and discussing the differences between play, sports, and spectacle. It then examines the sociology and psychology of sports. Chapter 5 explores both the benefits and potential issues of organized youth sports programs. Some benefits discussed include socialization, relationship building, teamwork, health, competition, self-discipline, confidence, resilience, and leadership. Some potential issues are overemphasis on winning, sports specialization, overinvested parents, underqualified coaches, lack of access, and overemphasis on athletics at the college level.
PDHPE Game Sense Approach
The document discusses the game sense approach used in physical education classes. Game sense focuses on problem solving, decision making, skill development and tactics through modified games. It encourages student participation, confidence, teamwork and fundamental movement skills. As a stimulating approach, game sense stops games periodically for students to reflect and progress their learning. It is an effective holistic learning method that is cognitive, social and physical. The document suggests parents can help by playing games with their children and asking how to make games more challenging.
Learning with play teaching with games
The document discusses the differences between play and games. Play is defined as engaging in activities for fun and recreation, while games are physical or mental contests conducted according to rules with opposing participants. It then discusses potential topics around using games, including gamification, brain training, simulation, student engagement, transition, and pastoral support. Specific examples are provided on using VR, virtual campus tours, and video game streaming to engage students. The document encourages the reader to use a random idea generator for inspiration on incorporating video games into teaching and learning activities.
New microsoft power point presentation
The document discusses the Game Sense approach to teaching physical education. Game Sense is a variation of the Teaching Games for Understanding (TGfU) model that places greater emphasis on the play aspect of sports. It allows students to develop skills like decision making and problem solving within an engaging environment through modified games. The benefits of this approach include helping students develop skills outlined in the curriculum, fostering positive feelings of success, and promoting physical activity in a fun way.
English game sense
Game sense is an approach to teaching physical education that focuses on engaging students in modified games and strategies to build skills and tactical understanding rather than isolated drills. It originated in the 1980s as an alternative to the traditional emphasis on perfecting fundamental movement skills. Game sense lessons are student-centered, with the teacher observing play and providing feedback rather than over-coaching. This allows students to think for themselves and develop decision-making abilities within modified games. Key benefits of the game sense approach include promoting both physical and intellectual development, aligning with educational initiatives, and creating an inquiry-based learning environment where students are actively engaged.
Game sense approch year 4 pdhpe
The document discusses the Game Sense approach to physical education and sport. Game Sense aims to develop students' decision making, problem solving, and understanding of sports through modified games. It focuses on playing the game rather than just teaching skills. Game Sense helps students develop skills like self-expression, social skills, and conflict resolution that are part of the physical education curriculum. It has strengths like increasing participation, rewarding both athletic and cognitive students, and developing leadership and social skills.
Game Sense Approach in Primary PDHPE
The Game Sense approach is a student-centered teaching method used in physical education. It focuses on developing students' tactical and strategic thinking about games through modified game play, rather than isolated skill drills. Teachers encourage reflection on gameplay by frequently stopping games to ask questions. This allows students to learn skills in the context of a game. Key benefits are that it is more inclusive and motivating for students as they learn to apply skills while having fun playing games.
Play way tech for elementary teaching
The document discusses the play-way method of teaching and learning. It defines play-way as a child-centric method where teaching is informal and natural to suit the child's interests. Learning occurs through play activities which help children develop social, cognitive, and emotional skills. The document provides examples of how subjects like language and math can be taught through games, songs, role-plays, and other play-based activities. Both children and teachers benefit from the play-way method as it makes learning enjoyable and easier to cater to individual abilities.
Game sense pp
Game sense is a student-centered approach to teaching sports that focuses on learning and discovery. It emphasizes modifying rules and equipment to cater to all ability levels. Games are used to develop skills in context rather than isolated practice. The key aspects of game sense implementation are an initial warm-up game, modifying the game to introduce a new skill, allowing play to resume and developing complexity, then concluding with student reflection. Game sense aligns with the physical education syllabus by developing problem-solving, decision-making, interaction, communication and movement skills through engaging game play.
A GAMES SENSE APPROACH
A Game Sense approach to teaching physical education emphasizes modified games to develop students' tactical awareness, decision-making and skills in a contextual environment. It focuses on inquiry-based learning through small-sided games rather than separate skills instruction. This allows students to experience sports holistically while developing strategies and understanding. Game Sense promotes thinking players and is compatible with the goals of the NSW PDHPE syllabus to develop skills, knowledge and healthy attitudes through play and questioning.
Game Sense
Game sense is a student-centered pedagogical approach used in physical education that focuses on playing the actual game rather than isolated skill practice. It emphasizes strategic decision making, movement, and developing skills within the flow of the game. The game sense approach modifies games to increase students' tactical awareness, decision making, and understanding of the game. It focuses on problem-solving within the game context rather than separate skill instruction. Game sense aligns with the goals of the NSW physical education syllabus by developing students' self-management, interpersonal, and movement skills through engagement in modified games.
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Game Sense Teaching
- 1. Game Sense Teaching THIS POWERPOINT WILL GIVE AN INSIGHT INTO WHAT GAME SENSE TEACHING IS AND WHY WE ARE USING IT IN OUR CLASSROOM. MEAGHAN RYDER, 17791902.
- 2. WHY WAS GAME SENSE INTRODUCED? • BUNKER AND THORPE CLAIMED THAT ‘TRADITIONAL METHODS’ OF TEACHING PHYSICAL EDUCATION ‘HAVE FAILED TO TAKE INTO ACCOUNT THE CONTEXTUAL NATURE OF GAMES’ (QUAY & STOLZ, 15). THEY SAID THAT “WHEN THE GAME AS CONTEXT IS MISSING, QUESTIONS OF WHAT TO DO WITH A TECHNIQUE AND WHEN TO APPLY IT EMERGE FOR STUDENTS, ALONG WITH THE BROADER QUESTION OF WHY ONE NEEDS TO LEARN THE TECHNIQUE IN THE FIRST PLACE” (QUAY & STOLZ, 15). • TO COUNTER THIS METHOD, “THEY ENVISAGED A MODEL FOR TEACHING IN PHYSICAL EDUCATION THAT STARTS WITH A GAME AND ITS RULES WHICH SET THE SCENE FOR THE DEVELOPMENT OF TACTICAL AWARENESS AND DECISION MAKING” WHICH “PRECEDE THE RESPONSE FACTORS OF SKILL EXECUTION AND PERFORMANCE” (QUAY & STOLZ, 15).
- 3. WHAT IS GAME SENSE TEACHING? • “AT ITS MOST BASIC LEVEL TAKING A GAME SENSE APPROACH INVOLVES DESIGNING A GAME OR SEQUENCE OF GAMES TO ACHIEVE PARTICULAR OUTCOMES, ASKING QUESTIONS TO STIMULATE THINKING AND REFLECTION, AND ENSURING THAT THERE ARE OPPORTUNITIES FOR GROUP DISCUSSION, COLLABORATION AND THE FORMULATION OF IDEAS/SOLUTIONS THAT ARE TESTED AND EVALUATED” (LIGHT, 2013, P.48).
- 4. FUNDAMENTAL MOVEMENT SKILLS • THERE ARE TWELVE FUNDAMENTAL MOVEMENT SKILLS, AND THEY ARE: • STATIC BALANCE • SKIP • SPRINT RUN • OVERARM THROW • VERTICAL JUMP • LEAP • CATCH • KICK • HOP • TWO-HANDED STRIKE • SIDE GALLOP • DODGE
- 5. A GAME SENSE TEACHING APPROACH CAN COMPRISE OF: • SMALL-SIDED AND DESIGNER GAMES • MODIFICATION OF GAMES FOR REPRESENTATION OF ‘FULL RULES’ GAME FORM • MODIFICATION OF GAMES, PLAY PRACTICES AND DESIGNER GAMES TO EMPHASIS PARTICULAR TACTICAL OR MOTOR SKILL LEARNING • GUIDED DISCOVERY AND INQUIRY LEARNING FOCUSED THROUGH CONVERGENT AND DIVERGENT QUESTIONING INITIATED BY THE TEACHER • ‘GAME FIRST’ RATHER THAN ‘PRACTICE FIRST’ LESSON PLANNING • INVASION, STRIKING/FIELDING, NET/COURT AND TARGET GAME CATEGORIES GROUPING GAMES WITH SIMILAR PRINCIPLES OF PLAY AND TACTICAL PROBLEMS, ENABLING TEACHING FOR TRANSFER OF GAME CONCEPTS BETWEEN GAMES WITHIN A GAME CATEGORY OR THE SAMPLING OF GAMES WITHIN THE GAME CATEGORIES. (PILL, 2016, P.282)
- 6. STRENGTHS AS A TEACHING APPROACH • USING A GAME SENSE APPROACH ALLOWS ALL STUDENTS TO BE INCLUDED AT ALL TIMES. IT IS MUCH MORE EFFECTIVE THAN A DRILL AND PRACTISE APPROACH FOR EXAMPLE AS STUDENTS ARE WORKING INDIVIDUALLY AND NOT INVOLVED AT ALL TIMES. • GAMES SENSE IS STUDENT CENTRED. STUDENTS GET A SAY, AND CAN MODIFY THE GAMES AND RULES TO MAKE A CHANGE TO THEIR GAME. • CATERING TO ALL SKILL ABILITIES. GAMES CAN ALSO ME MODIFIED BY THE TEACHER TO ENSURE THAT THE GAME CATERS TO ALL STUDENT’S ABILITIES.
- 7. LINKS TO PDHPE SYLLABUS • FUNDAMENTAL MOVEMENT SKILLS: THE SYLLABUS RATIONALE DISCUSSES THAT CHILDREN DO NOT NATURALLY DEVELOP FUNDAMENTAL MOVEMENT, BUT SAYS THAT THESE SKILLS ARE DEVELOPED THROUGH PLAY AND SPORTS. USING A GAME SENSE TEACHING APPROACH WILL GIVE STUDENTS THE OPPORTUNITY TO DEVELOP THEIR FUNDAMENTAL MOVEMENT SKILLS THROUGH THEIR PHYSICAL ACTIVITIES. • DEVELOPMENT OF POSITIVE INTERPERSONAL RELATIONSHIPS: THE SYLLABUS SAYS THAT POSITIVE INTERACTIONS WITH FAMILY, PEER GROUPS AND TEAMS IS ESSENTIAL TO MEETING THE NEEDS FOR BELONGING AND SECURITY. USING A GAME SENSE APPROACH ALLOWS STUDENTS TO INTERACT WITH THEIR PEER GROUP OR TEAM IN DIFFERENT SCENARIOS AND PROMOTES POSITIVE COOPERATION AND GROUP/TEAM WORK.
- 8. REFERENCES Board of Studies NSW. (2007). Personal development, health and physical education K-6 syllabus. Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. New York: Routledge. Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-297. DOI: 10.1080/13573322.2014.912624. Quay, J. & Stolz, S. (2014). Game as context in physical education. In R, Light, J. Quay, S. Harvey & A. Mooney’s Contemporary developments in games teaching (pp. 15- 28). Canada: Routledge.