Assignment 2 PDHPE
- 1. SANDRA JARJAS 17674300 Teaching games for understanding – guide for parents and students
- 2. • Game sense is a teaching approach that is based upon the teaching games for understanding model (light, R, 2006). • It is based upon the students ability to develop sport and physical ability skills through game-centred activities which are designed to improve and enhance a person’s decision making, thinking and problem-solving skills and physical performance in an interactive environment (mandigo, butler & hopper, 2007). • While skill is an important element of game sense, it is developed contextually by participating in modified games. Children develop an understanding of the game by thinking and communicating about both the tactics and technique of the game (light, R, 2006).
- 3. • The game sense approach is a strategy that develops the in-depth meaning of sport and physical activity as it concentrates on developing the skill of thinking through problem solving utilising physical activity (pill, 2014,p.1). • The game sense approach is completely student centred, which allows students to develop their problem solving, thinking and understanding skills while still being fully involved in the game. • The game sense approach is a variation of bunker and thorpe’s teaching games for understanding model (pill, 2014,p.1). • Game sense approach tends to use small sided, altered games that integrate important strategic structures, but are adapted to fit all different age, size, skill, and
- 4. • Game: A modified game creates an understanding of the games objective, concepts and skills. • Game appreciation: children develop an appreciation and love for the games rules, skills and strategies. • Tactical awareness: individuals learn how to use offensive and defensive tactics to their advantage. • Decision making: students improve their ability to make appropriate decisions. • Skill execution: students slowly understand the importance of properly executed technique and skills. • Game performance: applying previous steps in a proper game. (Mandigo, butler & hopper, 2007)
- 5. The game sense approach groups team sports into four key areas: • Invasion games (territorial): soccer, ultimate Frisbee, netball, rugby and basketball • Target games: golf, archery, bowls • Net and wall games: volleyball, tennis, badminton and squash • Striking and fielding games: cricket, softball (Curriculum support, N.D, p. 7) (Light, 2006)
- 6. Why game sense? • Traditional coaching focuses on the isolation of skill development and ultimately lessens children’s ability to be motivated to learn and enjoy physical activity. In comparison, game sense provides children with the opportunity to learn about technique and skills through a contextually modified game that is appropriate to age and ability. Therefore, the skills are learnt in a fun and enjoyable way, whilst children are also gaining an understanding of the game’s format and rules. • The game sense approach creates a great learning experience for students in NSW schools. Research has proven that the ‘game sense’ approach has greatly improved students cognitive learning (brookes, N.D, p. 3). The game sense approach is utilised by firstly playing a modified game, followed by helping the players figure out what they
- 7. • Game sense guides children to develop the ability to express themselves, gain socialisation skills through interaction with peers, and helps them to learn how to solve problems and conflicts. • Game sense caters for students of all different ages, sizes, abilities and interests. • Game sense provides teacher or coaches with more flexibility. Modifications made to games, accommodates students of all different skill levels and ensures that the game is still enjoyable for everyone.
- 8. • The ‘game sense’ approach has seen to be a lot more successful in teaching students new skills and games than the traditional approach. • The ‘game sense’ approach has many strengths as it teaches students what to do through a modified game and letting them experience it for themselves, rather than by telling them. Another strength is that game sense I directly liked to the PDHPE syllabus in reference to the Games and Sports strand and the Active lifestyle strand. • The game sense approach challenges students to think about what they are doing and why they need to do it, allowing them to develop skills easier. • This approach is more engaging and fun for the students because instead of learning the skill separately, it is intergraded into a modified game which allows for students to be more involved and hands on. Students learn a game by playing it! • The coach or teacher acts more as a facilitator as it is not technique based, which allows the game to go on when possible, making it more fun for the students.
- 9. • PE teachers using the game sense approach will able to meet the requirements of the NSW quality teaching framework and will also be able to provide high quality learning experiences for all students. • In the PDHPE syllabus under ‘games and sport’ for stage 2, in refers to how well a student ‘participates and uses equipment in a variety of games and modified sports’. This learning outcome can be met through the new ‘game sense’ approach as it allows students to engage in modified games, and allows them to develop all necessary skills. • Also in the PDHPE syllabus one of the learning outcomes for stage 2, in ‘moving’ is how well a student ‘displays a focus on quality of movement and applying movement skills to a variety of familiar and new situations. This is also met through ‘game sense’ approach as the PE teacher modifies certain games so that the students can develop sporting skills and tactics.
- 10. • To implement this learning approach in the classroom, the teacher much act more as a onlooker or a facilitator who is just observing instead of an instructor who is constantly giving feedback, this will also boost a child’s self-esteem and involvement. • The PE lessons will become more student centred, focusing meeting all the required syllabus points, and ensure the students are developing decision making, interacting and communication skills. • The games will be formed around minimal rules so that the game can continue. • Conclusively, students will work towards a common goal.
- 11. • Board of studies, NSW. (2007). Personal development, health and physical education K-6: syllabus. Sydney, australia: author. • Brookes, l. (). How the game sense approach in physical education can develop cognitive thinking. Retrieved from- http:// www.Somerville.Qld.Edu.Au/sites/default/files/how%20the%20game%20s ense%20approach%20in%20physical%20education%20can%20develop%20c ongnitive%20thinking_leanne%20brookes_0.Pdf • Curriculum support. (N.D). Game sense approach to practical learning. Pdhpe. Retrieved from-http:// www.Curriculumsupport.Education.Nsw.Gov.Au/secondary/pdhpe/assets/pd f/pa_002.Pdf • Curry, C. (2011). Using the game sense approach to deliver quality teaching in physical education. Retrieved from- http:// learning21c.Wordpress.Com/2011/11/27/using-the-game-sense-approach-to- deliver-quality-teaching- in-physical-education/ • Light, r. (2006). Game sense: innovation or just good coaching? Journal of physical education new zealand, 39 (1), 8-19. • Mandigo, j., Butler., & Hopper, T. (2007) what is teaching games for understanding? A canadian perspective. Physical & health education journal, 73 (2), 14-20. • Pill, S. (2012). Teaching games for understanding. Retrieved from-http:// www.Ausport.Gov.Au/sportscoachmag/coaching_processes/teaching _games_for_understanding