THE TRADITIONAL APPROACH

• Traditionally invasion games were taught by combining a set of previously mastered skills. This compartmentalised approach to teaching PE led to the realisation amongst academic that skills practiced out of context do not always translate into the game itself

• In light of this, an alternative approach was developed which utilised the constructivist method of building knowledge from the ground up (Light, 2015, p.38). This method encouraged a holistic, enquiry based and student centred approach and is called Teaching Games For Understanding (TGFU), otherwise known in Australia as Game Sense (Light, 2015, p.37).  

GAME SENSE INVOLVES: • Learning within the context of modified games and

employing questioning instead of direct instruction

• Highlighting the intellectual dimensions of games

• Interrelated relationship between technique, skill, tactical understanding and decision making

• It focuses on the game as a whole, not simply on the discreet skills and techniques used whilst playing

• Game Sense involves students finding out techniques for themselves whilst being guided through appropriate questions by the teacher 

• In essence the teacher is shifting from extrinsic learning (telling students what to do) to the intrinsic learning (asking students what they should do)

Curry & Light, R. (2006)Light (2013)

GAME SENSE AS AUTHENTIC LEARNING

“[s]tudent-centred, inquiry-based approach on learning sports that allows students to develop their own skills and understanding while being actively involved in the game” (Curry and Light, 2006, p.9).

“Game Sense focuses on the game and not on the discrete skills or techniques that traditional approaches see as needing to be mastered before playing the game” . (Curry and Light, 2006, p.9)

ENCOURAGING LOGICAL REASONING, SOCIAL COHESION AND PHYSICAL ACTIVITY

• One such application of a Game Sense approach to teaching may be to have a teacher provide the basic outline of the game whilst allowing students to construct specific rules and techniques based on previous knowledge and logical reasoning (Light, 2015, p.39).

• This application was realised through the game WARP SPEED, learned within a practical session of HPE.

• The aim of the game was to have students touch a ball in the same order in as little time as possible.

• Approaches evolved from throwing to a designated recipient to each student touching the ball in the designated order.

• Warp Speed encouraged thinking about inventive ways to pass the ball as quickly as possible whilst encouraging students to get active engaged in physical activity

LINKS TO SYLLABUS CONTENT Proper utilisation of the Game Sense approach would address the following syllabus content:

Adheres to the overall rationales of:• encouraging an understanding and valuing of self and others • promotes physical activity • emphasises informed decision making leading to effective and responsible action

(Board of studies, 2007, pp. 6-7)

Stage 3 outcomes• Communication (COS3.1 – communicates confidently in a variety of

situations) (Board of studies, 2007, p.21)• Decision making (DMS2.2 0 - makes decisions as an individual and as a

group member) (Board of studies, 2007, p.22)• Active lifestyle (ALS3.6 - shows how to maintain and improve the quality of

an active lifestyle) (Board of studies, 2007, p.26)• Games and sport (GSS3.8 – Applies movement skills in games and sports

that require communication, cooperation, decision making and observing of rules) (Board of studies, 2007, p.28)

MR PETERS AND THE GAME SENSE APPROACH

Considering this innovative approach to teaching physical education, I have chosen to adopt it into my own style of teaching. This will specifically involve:

• A positive and encouraging attitude• Focussing on the game as a whole, not simply

on the discreet skills and techniques used whilst playing

• Learning within the context of modified games and employing questioning instead of direct instruction

• Creating situations which allow students to find out techniques for themselves whilst being guided through appropriate questions by the teacher 

• Create engaging lessons focussing on student based learning rather than a traditional teacher centered approach.

REFERENCES BOARD OF STUDIES, NSW. (2007). PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION K-6: SYLLABUS. SYDNEY, AUSTRALIA: AUTHOR.

CURRY, C. & LIGHT, R. (2006). ADDRESSING THE NSW QUALITY TEACHING FRAMEWORK IN PHYSICAL EDUCATION: IS GAME SENSE THE ANSWER? IN R. LIGHT (ED.) PROCEEDINGS FOR THE ASIA PACIFIC CONFERENCE ON TEACHING SPORT AND PHYSICAL EDUCATION FOR UNDERSTANDING (PP 7-19). SYDNEY: THE UNIVERSITY OF SYDNEY.

LIGHT, R. (2013). GAME SENSE FOR PHYSICAL EDUCATION AND SPORT COACHING. IN GAME SENSE: PEDAGOGY FOR PERFORMANCE, PARTICIPATION AND ENJOYMENT (PP. 37-47). LONDON, UK: ROUTLEDGE.