2. z
The Game sense approach?
The basic definition of game sense is modified games
relating to different skills that is created to fit the needs of
the learner. The goal of game sense is to allow students to
thrive and develop skills through each lesson.
The game sense approach develops skills and confidence.
This approach is intended to help “improve students' FMS
skills, in-class PA and their decision making and support
skills in game play” (Miller et. al, 2015)
3. z
3 parts of games sense
Decision making – Knowing what to do. Linking to problem
solving and game strategy
+
Movement Knowledge – developing and learning the required
movements to person a certain skill.
=
Skill (movement capability) - Movement and decision making
leads to the ability to execute the skill successfully.
4. z
Importance of game sense in our class
Game sense promotes engagement and develops skills, self-
esteem, cognitive development and confidence in ability.
Pill (2014) explains how some ways to create modified games
through game sense are changes in size of the game, size of
teams, amount of balls and quick change in rules and objectives.
(Pill et. al, 2014)
5. z Links to syllabus
Our game sense approach links to the syllabus in many ways
The outcomes that game sense approach link to are movement, skill and performance.
One of our outcomes we will be achieving is :
selects, manipulates and modifies movement skills and concepts to effectively create
and perform movement sequences PD3-11
We will look at:
How can we adapt and perform movement skills in different situations?
How can we use strategies and tactics to create solutions to movement challenges?
How can we work with others to build positive relationships during physical activity?
As a class, students “apply their understanding of movement strategies and concepts
when composing and creating movement sequences and participating in physical
activity” (NSW Education Standards Authority, 2018).
6. z
Rationale
As a teacher, it is my responsibility to provide students with
opportunities, while help students get the most out of their education and
through PDHPE. Through PDHPE I see myself being a role model, while
helping students grow a people and help build confidence and promote
being safe and healthy. PDHPE is a un it that will have an impact on
students throughout their whole life, which is why its important that we
build strong and healthy mindsets from a young age. Through the help
of game sense, I see us building a positive community where we all
work together to provide a positive future for our younger generations.
7. z
Strengths of game sense and PDHPE
In conclusion, PDHPE is a unit that involves your kids both at
school and at home. Its important that we all work together to
promote physical activity and participation.
Game sense promotes participation and that’s one of our main
goals. We care that our students are active, but more
Importantly, are having fun while doing so.
As a community, we have to value healthy lifestyles and promote
physical activity and enjoyment.
Physical activity connects people and is a foundation to building
positive relationships of all. (Wrench, 2012)
8. z
References
Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D.
(2016). Can physical education and physical activity outcomes be developed
simultaneously using a game-centered approach? European Physical Education
Review, 22(1), 113-133. https://doi.org/10.1177/1356336X15594548
NSW Education Standards Authority (NESA). (2018). Personal Development,
Health and Physical Education K-6 Syllabus.
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding Exploring
and reconsidering its relevance in physical education. European Physical Education
Review, 20(1), 36-71. doi: 10.1177/1356336X13496001
Wrench, A., & Garrett, R. (2012). Emotional connections and caring: ethical
teachers of physical education. Sport, Education and Society, 1-16.
doi:10.1080/13573322.2012.747434
