Game Sense by CT16329674
- 1. WELCOME PARENTS TO GAME SENSE!
- 2. TEACHING GAMES FOR UNDERSTANDING For our class, I wanted to increase the level of participation in PE lessons. This is so the students had an opportunity to meet the outcomes from the Syllabus, whilst enjoy the lesson by using the Game Sense approach. What is game sense? Game Sense is a player centered approach where by the focus is to place the students in situations where decision making and problem solving are central to a successful performance in PE (Australian Sports Commission, n.d)
- 3. GAME SENSE IN ACTION How game sense is used in our PE lessons Our PE lessons involve a set progression of mini-games, which are based on one of the chosen game categories: target, striking and fielding, net and wall and invasion. Purpose of using mini-games: ▪ The nature of the games is taught first to the students, and skill development is incorporated into the game and is set at a pace by the students (Australian Sports Commission, n.d) ▪ Before progressing to a new game, I have the students reflect on their participation in the game just played to encourage tactical thinking and skill application (TGU et al, 2009)
- 4. GAME SENSE IN ACTION Game Sense helps students meet PDHPE syllabus outcomes In one of our PE lessons we played a game called Zig-Zag Tee ball, which is a modified version of softball. Below is how the concepts of game sense used in the game can help students meet the outcomes of the Syllabus. Game Sense Concepts PDHPE Syllabus Skills Outcomes Tactics used throughout play: • Fielders (“throw the ball to me”) • Batters (“stay on the base”) COS1.1 - Communicating Where is the open space? DMS1.2 - Decision Making Emphasis on team effort by using words of encouragement INS1.3 - Interacting Running to the bases or striking a stationery object MOS1.4 - Moving How can I evade the fielders? PSS1.5 - Problem Solving
- 5. BENEFITS OF USING GAME SENSE Why Game Sense? • By placing students at the centre of the learning experience, increases engagement • This is a holistic approach of coaching. By modifying games to suit varied skill levels allows the game to meet the needs of the students and thus increase participation • Use of mini games helps students to understand the game as whole through the use of reflection, rather than have them focus on the skills required (Australian Sports Commission, n.d)
- 6. REFERENCE LISTS Australian Sports Commission (n.d.) Teaching games for understanding. Retrieved 30 September 2014 from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teac hing_games_for_understanding Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author. Teaching Games for Understanding International Conference, Hopper, T., Butler, J., Storey, B. (2009). TGFU - simply good pedagogy : understanding a complex challenge. Canada: PHE Canada
Editor's Notes
- #2: NOTE: To replace a picture, just select and delete it. Then use the Insert Picture icon to replace it with one of your own!
- #3: Reference: http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
- #6: Refer http://www.nt.softball.org.au/_uploads/res/1_58867.pdfence