Game sense approach
- 1. Game Sense Approach What is it and how do you use it?
- 2. What is it? It is a plyer centred, constructivist approach to teaching Sport and Physical Activity. Develops and individuals understanding of sport and physical activity through challenges which develop a participants problem solving and thinking skills. The focus is to design the scenarios such that the decision making and problem solving components are central to a successful performance (Phil, 2008) Image source: http://www.t-nation.com/img/photos/2010/10-016-training/03.jpg
- 3. What is it? Reflection is an important step in GSA. Regular breaks (not interruptions) should occurs, where the participants are questioned and challenged about the scenario to stimulate their reflection. There is a heavy focus on social interaction, so the teacher needs to promote active and meaningful interactions between participants, both during play and in reflection time (Light & Robert, 2010). Image source: http://www.expressnightout.com/wp-content/uploads/2012/01/jaimeandrewschallengepic.jpg
- 4. What is it? It is implemented in a classroom (outdoors or indoors) through initially laying out some basic ground rules for an activity, and letting the students begin with these rules. After a period of time, the game is stopped and a discussion is held about the experience of the game. This is where student may decide new rules should be implemented, based on the challenges they had in completing the game. This process is repeated several times, until the game evolves into a major game with all rules in place (Davies, 2010).
- 5. How is it used? It is an excellent tool with which to teach students the rules of fundamental games while providing a source of physical activity. It also develops their skills in decision making and problem solving, their ability to interact with peers as well as improving their communication skills. Image source: https://expertbeacon.com/sites/default/files/help_young_children_with_autism_spectrum_avoid_behavior_challenges_0.jpg
- 6. How is it used? The activity does decentralize the role of the teacher, which can be a positive or a negative depending on context. In a class with a history of behavioural and management problems, GSA may be providing too much responsibility to the students and may cause issues with classroom management. In a class that are very active and engaged PDHPE learners, the activity may offer extension to their learning and they will benefit greatly from its application. Image source: http://add-assets.com/asset/1411.jpg
- 7. How is it used? GSA places a huge amount of responsibility of teacher as well. Many teachers have reported a sense of discomfort when applying GSA to PE activities, as they were made aware of their own personal lack of knowledge regarding teaching/coaching sport (Forrest, Wright & Pearson, 2012). GSA needs to be used in conjunction with teacher education/reflection of coaching in order to allow the teacher the content knowledge to teach their students.
- 8. References Davies, N. (2010). Player-centered coaching: Enhancing player game sense. Strategies, 24(2), 24--28. Forrest, G., Wright, J., & Pearson, P. (2012). How do you do what you do? Examining the development of quality teaching in using GCA in PETE teachers. Physical Education & Sport Pedagogy, 17(2), 145--156. Light, R., & Robert, J. (2010). The impact of Game Sense pedagogy on Australian rugby coaches' practice: a question of pedagogy. Physical Education And Sport Pedagogy, 15(2), 103--115. Pill, S. (2008). Teaching games for understanding. Sport Coach, 29(2).