MISS TERES YEAR 3

BLUE CLASS
GAMES SENSE APPROACH- WHAT IS IT ?
WHAT IS GAMES SENSE APPROACH?
This is a Teaching practice where lessons are based on playing tactical games. Skill development, team
work and problem solving mechanisms are the major factors that has driven to the success of this
teaching practice.

STUDENTS ARE UNDERSTANDING BY PLAYING A GAME
Reference: (Australian Sports Commission, 2014)
KEY FEATURES:
- student centred
- Student develop their own skill and understanding
- Students are actively involved
- Student learn and are heavily involved in group interaction
- Student understand the nature of the game and the reason why it is played
- The game becomes the focal point of the lesson.
- High student engagement.
- Skill development is obtain whilst playing the game, rather than required before playing the game.


The four categories in the Game Sense
Approach
1. Invasion games(two teams against each other) e.g. soccer, touch,
netball
2. Target games e.g. golf, archery, bowls
3. Court and net games e.g. volleyball, tennis, badminton
4. Striking and fielding games e.g. cricket, softball.

All games have many sports that fall under each category
How this approach is explained?
Steps that students experience when playing a game.
1. Game form (Teacher gives instructions and adds new rules as the
game progresses)

2. Tactical awareness (What to do?)

3. Skill execution (How to do it?)

Reference: (Curriculum Support, 2014)
What are the positives of using a
Games Sense Approach?
Uses the best of both teaching practices traditional learning vs new game approach learning
Improvement of students sporting experience
High student engagement and participation
Students learn new physical skills once they start playing the game and it allows students from all different skill levels to play
Students learn to use different strategies to play the game depending on its rules and outcomes
Students use problem solving skills to try and win the game
Transfer of knowledge to other games or sports.
There is no major drive on winning the game in classes. Teachers are more focussed on the students learning the skills.
Students learn to work as a team, rather than individually. Roles and responsibilities of the game are shared among the team
member.

Reference (Light, 2006)
Game Sense approach- students benefits?
Learn the Fundamental Movement Skills - static balance, sprint run,
vertical jump, side gallop, catch, kick, hop, skip, leap, overarm throw, two-
hand strike, dodge.
Skills from the Syllabus Communicating, Decision making, Interacting,
Moving and Problem solving
Outcomes from the Syllabus addressed
Games sense approach and the PDHPE syllabus

Games Sense Approach covers many outcomes from the syllabus:
(Board of Studies NSW, 2014)

Active Lifestyle (ALS2.6)- provides ways to be active, students leave effects of physical activity on their bodies, students are
constantly reminded by the teacher of the components of an active lifestyle.
Dance(DAS2.7)- skills, elements of dance, composition and dance styles
Games and Sports (GSS2.8)- Skills, range of games & spatial awareness & Athletics
Interpersonal relationships (IRS2.211)- Communication, team work, peers
Safe living (SLS2.13) Promoting Game safety
Communicating (COS2.1) communicating with different groups
Interacting (INS2.3) Making positive contributions in group activities
Moving (MOS2.4)- Focus on quality of movement & skills
Problem Solving (PSS2.5) uses a number of problem solving strategies
3 Main reasons of playing a game in class:
(Curry, 2011)
Its not all about who is going to win
1- To get students to understand how to play the game
2- To get students to understand what will make them successful in the
game (skills and tactics)
3- To help students identify which skills and tactics that they have been
taught can be transferred to other sports outside of this PDHPE lesson.
REFERENCES
Australian Sports Commission : Teaching games for understanding. (2014, 8 October). Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
Curry, C. (2011). Using the Games Sense Approach in Physical Education. Engaging Learning, pp. 8-12.
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education New
Zealand, 39(1), 8-19,3.
PDHPE home page. (2014, 8 October). Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/
Personal Development, Health and Physical Education (PDHPE) | K-6 Educational Resources | Board of
Studies NSW. (2014, 8 October). Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal-development-health-and-physical-
education-pdhpe