Game sense approach slides

Game Sense Approachin Physical Education

Game Sense Approach

Alternatively known as Teaching Games for Understanding (TGFU)

Takes on a learner-centred approach that puts the needs and abilities of the participants over the importance of the game (Mandigo et al., 2007).

The approach asks students to perform in an environment where decision-making, tactical understanding, problem solving and skill development are developed continuously throughout the lesson (Brookes, 2012)

Places learning within the context of modified games and employs questioning instead of direct instruction.

Skill development is integrated into the contexts of the game; allowing teachers to pause the game to provide students with tips, when the lack of technique is holding up further progression

approach develops skills by capitalising on opportunities which arise in a minor game environment.

players are not only learning sport skills used in the game but are learning many other important game sense concepts

(Bunker & Thorpe, 1986)

Strengths of Approach

1. Games Sense is a holistic model that focuses theon the individuals physical, intellectual and social learning and not with the sub set of activity specific skills for the activity in focus (Brookes, 2012)

2. The nature of the game is taught first, and the skills are added at a pace manageable by the participants

3. Games are stopped at regular intervals and participants challenged to reflect on their participation in order to mature the play (Thomas, 1997).

4. Increases the motivation of beginning learners - introduces basic skills and gives them a stepping stone to improve with practice

5. Game sense develops skills by capitalising on opportunities which arise in a minor game environment. Therefore players are not only learning sport skills used in the game but are learning many other important game sense concepts such as:

Decision making – “Where is the open space?”

Risk taking – “Should I throw or hold the ball?”

Problem solving – “How can I slide to evade my opponent?”

Thoughts on time and space properties – “Can I score now?”

Perception – “Where am I in relation to others?”

Tactics and strategies - "Will I fake a throw?.”

(Ausport, 2008; Board of Studies, 2007)

–This video explains TGFU for both parents and children to comprehend further through a lesson demonstration

https://www.youtube.com/watch?v=8yiZlXZ9rd4

References

Ausport, (2008). Sports Coach :: Teaching games for understanding. [online] Ausport.gov.au. Available at: http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding [Accessed 8 Oct. 2014].

Board of Studies, (2007). Personal Development, Health and Physical Education K-6 Syllabus. [online] Board of Studies. Available at: http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES [Accessed 8 Oct. 2014].

Brookes, L. (2011). How the Game Sense Approach in Physical Education can develop cognitive thinking. [online] Available at: http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game%20Sense%20Approach%20in%20Physical%20Education%20can%20Develop%20Congnitive%20Thinking_Leanne%20Brookes_0.pdf [Accessed 6 Oct. 2014].

Bunker, D., & Thorpe, R. (1986). The curriculum model. Rethinking games teaching, 7-10.

Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children's motivational experiences following autonomy-supportive games lessons. European Physical Education Review, 14(3), 407-425.

Pill, S. (2009). Sport teaching in physical education: Considering sports literacy. Creating Active Futures, 123.

ThePhysicalEducator, (2012). Teaching Games for Understanding - Lesson Demonstration. [video] Available at: https://www.youtube.com/watch?v=8yiZlXZ9rd4 [Accessed 9 Oct. 2014].

Thomas, K. (1997). Game sense: What about technique. Sport educator, 9(2), 32-35.