Game Sense Approach to Teaching
- 1. Game Sense Approach to Teaching Emma Hodgson
- 2. What is Game Sense Approach? Traditionally, students were taught the tactical skills of different sports in isolation from the sport itself. This was believed to produce players who were technically adequate at the sport but their gameplay was poor (Light, 2013). This encouraged the development of the Game Sense approach to learning, where students learn through playing the game as a whole rather than breaking it up into tactical skill drills (Light, 2013). Game sense is the use of small sided modified games to emphasize and improve particular skills (Pill, 2014). Game sense is based on two principles; 1. Learning of skills is contextualised within games, not through isolated teaching of skills. 2. Intellectual engagement, though open ended questioning, helps to stimulate thinking, promote active learning and fosters intellectual engagement of all students (Light, 2013). Game sense is broken into four categories, with each category focusing on different fundamental and transferrable skills (Light, 2013) 1. Invasion games- aim is to invade the other team’s area to achieve a goal (rugby, soccer, hockey, basketball) 2. Net/wall games- aim is to send ball/object into other teams court without getting it back (volleyball, tennis) 3. Target games- aim to place a projectile in or near a target (bowling, golf, archery) 4. Striking/fielding games- contest between fielding and batting team (baseball, tee ball, cricket) (Webb, & Pearson 2008)
- 3. Benefits Of Game Sense For Your Child Inclusive of all students as games allow students to improve fundamental skills at their own pace. Allow for student collaboration through cooperative gameplay. Student autonomy increases as they have more control over how to solve the problems in the game as a team. Affective learning as students have fun and enjoy the structure of starting with simple games and moving towards more complex games. Open questioning and dialogue allows for reflection and analysis, which intellectually engages students. (Chen, & Light, 2006)
- 4. My Reasons For Using a Game Sense Approach
- 5. My Reasons For Implementing Game Sense Approach The NSW PDHPE syllabus (NESA, 2007) encourages students to develop skills that enable better health such as decision making, problem solving and effective interactions. Through using the game sense approach, students are indulging in cooperative game play which allows them to exercise these critical skills. Therefore, I use this approach to fulfill an important aspect of the NSW PDHPE syllabus. The NSW PDHPE syllabus (NESA, 2007) also aims to promote the importance of an active lifestyle by providing opportunities for enjoyable, creative and social outlets in physical activity. A game sense approach entices these three core characteristics as the idea of games are enjoyable and social for children and entice the use of creative thinking skills through teacher questioning.
- 6. My philosophy is based on a child-centered learning approach where I believe children should inquire about the world around them and then answer their own questions. Through using a game sense approach, 2H students are able to inquire and learn how to solve problems, work together and think critically for decision making through fun and engaging games. My Reasons For Implementing Game Sense Approach I believe students learn best when they are enjoying the activities and having fun. Using the game sense approach, students in 2H are able to enjoy the outdoors, participate affectively in team work situations and have fun while learning fundamental movement skills. I find this approach much more entertaining for children than a regimental skill approach. Finally, Game sense employs a constructivist approach where there is a focus on the process of learning, where students use prior knowledge to actively construct their own understanding of situations through social and active engagement (Light, 2013). Through game sense learning, 2H are able to use their prior knowledge of game play to implement into new situations, making them adaptable, flexible and critical thinkers, which are important aspects of 21st century learners (Chen, Calinger, Howard, & Oskorus, 2008).
- 7. Game Sense As Teaching Approach Strengths of Game Sense Students interpersonal communications skills increase through team collaboration and problem solving. For example students need to communicate in a modified game of basketball to know who they need to pass to when you are not allowed to pass back to someone who has had the ball in the last two throws. All students have the chance to be included and have a go through simple to complex structures of gameplay. For example a game of Oz tag can begin with even teams then be modified to have 4 against 8 to encourage more complex movement and teamwork. Student engagement increases as attitudes towards sport are improved through affective affiliations with game sense approach. For example students may not enjoy dribbling practice on a field for soccer but would enjoy playing a 3 versus 3 dribble and pass game on a square medium sized field. What I need to do for my students. Provide authentic open-ended questions about the gameplay to encourage conversational dialogue between students. Plan games to be presented as problems which students will need to solve. Set up multiple games operating at one time so a smaller number of students are in each game to encourage fair chance for all students to have a go. Encourage collaboration and sharing of ideas so all students can have a chance to voice their opinion.
- 8. References Chen, C., Calinger, M., Howard, B., & Oskorus, A. (2008). Design principles for 21st-century educational technology: Connecting theory and practice. International Journal of Information and Communication Technology Education, 4(4), 19-30. Chen, S., & Light, R. (2006). I thought I’d hate cricket but I love it! Change: Transformations in Education, 9(1), 49–58. Light, R. (2013). Game sense pedagogy for performance, participation and enjoyment. Milton Park, Abingdon, Oxon; New York: Routledge. Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 1-19. NSW Education Standards Authority. (2007). Personal Development, Health and Physical Education K-6 Syllabus. NSW: Board of Studies. Webb, P., & Pearson, P. (2008). An integrated approach to teaching games for understanding (TGfU). A paper presented at the 1st Asia Pacific Sport in Education Conference, Adelaide.