2. A Game Sense approach when teaching P.E.
involves a series of modified sports/ games
which encourage students to develop both
the necessary skills and techniques required
to play specific sports.
(Light, 2013).
3. When teaching students how to play basketball, the rules and concepts
may seem too overwhelming and so the game can be broken down for a
better understanding.
A Game Sense approach to basketball would mean, students can be
introduced to the concept of interception via a series of invasion games.
An example would be to split the class into two teams by giving each
team coloured bibs or tags. Each team needs to keep passing the ball to
their team members while the other team tries to intercept the ball and
gain possession. Once this skill is mastered, students can move on to
other games that focus on other Basketball skills such as passing and
shooting.
Throughout teaching, students can be asked questions which make
them think about the different techniques they can choose and help
them develop their problem solving skills. These skills will help students
know how to move in order to obtain the desired outcome. (Pill, 2014).
4. Through a Game Sense approach,
Fundamental Movement Skills are being
developed. These skills are the foundation of
all types of physical activity. Examples of
these skills include:
Catching.
Throwing.
Dodging.
(DET, 2000).
5. Students who learn and master a variety of
fundamental movement skills gain great
advantages. Studies have shown that:-
Students become more interested in
developing more advanced skills.
Students are more likely to be active as
adults.
Students will develop a love for physical
activities and sports.
(DET, 2000).
6. As a teacher of class 5D, I have chosen to conduct my P.E. classes using the
Game Sense approach for its many documented benefits. These benefits
include the students gaining skills to:- communicate with peers in all
contexts of PDHPE lessons, identify and resolve problems by choosing
appropriate solutions, make well-versed choices with knowledge of
consequences, work together to produce best possible outcomes and
develop movement skills to enhance their performance in P.E. activities.
(NESA, 2018).
7. This teaching approach aligns well with the
PDHPE syllabus.
(NESA, 2018).
Communicating
COS3.3
Problem-Solving
PSS3.5
Decision-Making
DMS3.2
Moving
MOS3.4
Interacting
INS3.3
8. Department of Education and Training. (2000). Get skilled: Get active. A K-6
resource to support the teaching of fundamental movement skills. NSW:
Curriculum Support Directorate.
Light, R. (2013). Game sense: pedagogy for performance, participation and
enjoyment. London: Routledge.
NESA. (2018). NSW Syllabus :: Personal Development, Health and Physical
Education (PDHPE). Syllabus.nesa.nsw.edu.au. Retrieved 10 May 2018, from
https://syllabus.nesa.nsw.edu.au/pdhpe/
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education And Society, 21(2), 279-297.
http://dx.doi.org/10.1080/13573322.2014.912624
