The Game Sense approach employs inquiry-based learning to actively engage students in modified games. It focuses on developing an understanding of games to know when and how to execute skills. Activities integrate essential tactical structures of games but can be adapted for different ages and abilities. Games are classified into four categories based on common tactics, and knowledge can transfer between games of the same category. A Game Sense approach facilitates student-centered learning and problem-solving through questioning and reflection. It aims to develop independent, motivated players through game-like practice and decision-making opportunities. This aligns with skills and knowledge outcomes in the NSW PDHPE syllabus.
This describes what a Game Sense approach is and its strengths in adopting it as a teaching strategy for PDHPE. It also provides additional references should you require further information.
This describes what a Game Sense approach is and its strengths in adopting it as a teaching strategy for PDHPE. It also provides additional references should you require further information.
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1. Nemusíte obsluhovať tlačiareň. Bez stresu zmiešame bielu s ostatnými farbami a dáme všetko do jedného stroja.
2. Môžete byť kým chcete, nepotrebujeme Váš občiansky preukaz, aby ste si mohli u nás založiť účet a dostali od nás kredit dôvery.
3. Aj keď máte zlý deň, smelo volajte - my na druhej strane máme vždy dobrý deň.
4. Máme megaobchod, v ktorom nájdete najviac polygrafických produktov dostupných online.
5. Aj keď ste na konci sveta, môžete si u nás objednať, čo chcete.
6. Náš systém Vás povedie za ruku, bez ohľadu na to, či ste kadetom alebo generálom vo svojej kancelárii.
7. Neblafuje z troch dôvodov: po prvé: neoplatí sa to, po druhé: neoplatí sa to, po tretie: tlačíme.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. What is a Game Sense approach?
The Game Sense approach employs inquiry-based and student-centered teaching methods,
that provide students with an opportunity to actively engage in games whilst developing
their own skills and understanding (Curry & Light, 2006).
Game Sense is more focused on developing
an understanding of the game, so that players
know where, when and how to execute the
skills they have learned (Light, 2005). Curry
and Light (2006) suggest that the best way to
develop these decision-making skills and
game-specific skills is to involve learners in
modified, or game-like activities.
These activities can integrate the essential
tactical structures of the game being learned,
but can be adjusted to cater for different
ages, sizes, ability levels and motivation
(Curry & Light, 2006).
3. What is a Game Sense approach?
The Game Sense approach classifies all games into four categories based on their
common tactical components; target games, net and wall games, striking games and
invasion games (Evans, 2006).
Evans (2006) suggests that while games within each
category may not necessarily require the same
techniques, the games are likely to share common
tactical problems. Therefore, the tactical and
strategic knowledge gained in one game, can be
transferred to another game within the same
category (Evans, 2006).
For example, tennis, volleyball and squash are all classified as net and wall games,
meaning knowledge about tactics and strategies can be transferred across the three
games.
4. What is Game Sense approach?
Bourdieu (1990, as cited in Light, 2005) proposed that a “sense of the game” (p.
169) can be fostered by providing an authentic practice environment. Rather
than employing direct instruction methods, the teacher should act as a
facilitator (Curry & Light, 2006).
Forrest, Webb and Pearson (2006) advocate the use of good questioning in a
Game Sense approach to develop problem-solving skills. It is expected that a
Game Sense approach will promote social interaction, achievement and self-
direction and therefore enhance motivation to participate (Curry & Light, 2006).
The experiences and knowledge that the participants will develop from a Game
Sense approach are applicable beyond games and school (Curry & Light, 2006).
5. Why do I use a Game Sense approach?
My teaching philosophy values a students ability to develop a sense of
ownership of their learning, which is encouraged through the use of
constructivist methods.
Using a Game Sense approach when teaching physical education encourages the
students to explore and experiment, and then reflect on the experience to
cement their learning (Curry & Light, 2006).
As a teacher, I expect my students to
engage in verbal and non-verbal
dialogue during ‘team talks’ and during
the game (Curry and Light, 2006). These
tools help students to develop their own
understanding of the game.
6. Why do I use a Game Sense approach?
As Evans and Light (2008) have
identified, that unlike the
traditional approach to games, a
Game Sense approach to physical
education reduces the down-time
between students turns.
Participants become more motivated as they are challenged when faced with
more complex versions of modified games. Further, the intensity of the lessons
is generally increased as they flow more smoothly (Evans & Light, 2008).
Instead of relying heavily on skill-based drills, Evans and Light (2008) suggest
that using games will get students more excited and engaged.
7. Why do I use a Game Sense approach?
Light (2005) recognises that Game Sense coaching will develop highly
independent players. Participants become empowered to take control and
make decisions regarding their own actions during any game situation (Light,
2005).
Players are encouraged to find solutions to any problematic situations they may
encounter during a game. In order to develop players who are capable of
overcoming these situations, they must practice in game situations as much as
possible.
Employing a Game Sense approach to learning provides the most authentic
and realistic context for learning to occur (Evans, 2006).
8. Where does this link with the syllabus?
Taking a game sense approach to PDHPE allows teachers to work towards the
following Skills Outcomes (Board of Studies, 2012):
• Communicating – between one another and with the teacher whilst
working in a group.
• Decision Making – students are able to work together in order to make
decisions that work best for the group as a whole.
• Interacting – students are able to help one another and are engaged in
whole group activities.
• Moving – students are able to spend their lessons DOING, not watching.
• Problem Solving – the use of questioning in this approach allows students
to work on different strategies for more successful outcomes.
Furthermore, strands from the Knowledge
and Understanding Outcomes (Board of
Studies, 2012), most notably the Games
and Sports strand can be approached
used Game Sense.
9. References
Board of Studies, NSW (2013). NSW Personal Development, Health and Physical Education
(PDHPE) K-6 Syllabus.
Curry, C., & Light, R. L. (2006). Addressing the New South Wales quality teaching
framework in physical education: Is game sense the answer? Paper presented at
the Asia Pacific Conference on Teaching Sport and Physical Education for
Understanding.
Evans, J. R. (2006). Developing a sense of the game: Skill, specificity and game sense in
rugby coaching. Paper presented at the Asia Pacific Conference on Teaching Sport
and Physical Education for Understanding.
Evans, J.R., & Light, R.L. (2008). Coach development through collaborative action
research: A rugby coach’s implementation of game sense pedagogy. Asian Journal
of Exercise and Sport Science, 5(1), 31-37.
Forrest, G., Webb, P., & Pearson, P. (2006). Games for understanding in pre-service teacher
education: a ‘game for outcome’ approach for enhanced understanding of games. Paper
presented at the Asia Pacific Conference on Teaching Sport and Physical Education for
Understanding.
Light, R. L. (2005). Making sense of chaos: Australian coaches talk about Game Sense. In
L. Griffin & J. Butley (Eds.), Teaching Games for Understanding: Theory, Research and
Practice (pp. 169-182). South Australia, Australia: Human Kinetics.