GAME SENSE APPROACHT H E G A M E S E N S E A P P R O A C H W A S E S TA B L I S H E D B Y R O D T H O R P E A N D T H E A U S T R A L I A N I N S T I T U T E O F S P O RT ( A I S ) I N T H E 1 9 9 0 ’ S ( P I L L , 2 0 1 4 ) .I T I S B A S E D O N A M O D E L C R E AT E D I N 1 9 8 2 B Y B U N K E R A N D T H O R P E K N O W N A S T H E T E A C H I N G G A M E S F O R U N D E R S TA N D I N G A P P R O A C H ( W E B B , P E A R S O N A N D F O R R E S T , 2 0 0 6 ) .

WHAT IS THE GAME SENSE APPROACH?The Game Sense Approach is a learner-centred approach that uses modifiedgames to teach the fundamental movement skills required within thepersonal development health and physical education syllabus (Board ofStudies, 2007) and needed for further participation in sport and physical activity. Students are able to gain a deeper understanding of all aspects of the game(including the tactics, strategies and rules involved), while learning how toperform the fundamental movement skills in relevant contexts (CurriculumSupport, N.D.).

WHAT IS THE GAME SENSE APPROACH?The game is the central focus of the lesson and skills are developed after the students have experienced playing the game (Curriculum Support, N.D.). The needs of the students are considered more important than the game itself (Webb, Pearson & Forrest, 2006). Students develop required skills within more authentic and engaging contexts (Curry & Knijnik, 2013).

Game sense immerses students within sports and aims to promote life-long participation both within and outside of schooling (Curry & Knijnik, 2013).Game sense involves:- Games with small sides or designer games- Modified games that represent a formal game- Modified games that emphasise the development of particular skills and knowledge- Inquiry and discovery based learning - Use of questioning- Game is played prior to practicing skills.- Four categories: striking/fielding games, invasion games, net/court games and target games. (Pill, 2014).

EXAMPLE STRUCTURE OF A GAME SENSE APPROACH LESSON:

Students begin the lesson by participating in a modified game that is representative of the final, more advanced game. The modified game exaggerates certain elements of the game in order to provide students with tactical problems that they are required to address. The teacher may need to further modify or adapt the game in order to make sure each student has an understanding of the game and the rules, and how to be more successful within game play.

After the modified game has concluded, the teacher asks questions in order to get the students thinking and reflecting on the game and the best tactical approaches to use in order to be successful.

Finally, the skills identified are formally taught and explored. Students may then replay the game in order to test out their new tactical approaches, deeper understandings and newly acquired skills.

(Adapted from Curriculum Support, N.D.; Pill, 2014)

ROLE OF THE TEACHER:Within the Game Sense approach the teacher undertakes the role of a facilitator, allowing the students to have more control over the proceedings, and a larger Input and participation within the lesson (Curry & Knijnik, 2013; Pill, 2014) .

Instead of providing the students with direct instructions about the game the teacher uses questioning throughout the lesson to promote deeper understanding of the many aspects of game play, and allows students to use their communication, reasoning, problem solving and decision-making skills (Curriculum Support, N.D.; Pill, 2014).

BENEFITS OF THE GAME SENSE APPROACH:There are many benefits to using a Game Sense Approach within HPE including:

-Learner-centred, inquiry-based approach-Encourages participation-Promotes life-long learning-Suits each student’s individual abilities-Promotes the understanding of game rules -Promotes and explores tactics and strategies-Increased engagement and motivation-Promotes the use of communication skills and teamwork-Develops FMS-Uses problem solving and decision-making skills-Students are learning within realistic contexts

Game Sense provides students with the opportunity to fully immerse themselves within games and sports, and allows them to explore all facets of game play. Studentsdevelop a multitude of skills within a more fun and authentic learning experience.

SYLLABUS LINKS:The Game Sense Approach addresses all skills outcomes within the NSW

PDHPE Syllabus (BOSTES, 2007).- Communicating (COS2.1) Uses a variety of ways to communicate with and within groups. - Decision-Making (DMS2.2) Makes decisions as an individual and as a group member. - Interacting (INS2.3) Makes positive contributions in group activities. - Moving (MOS2.4) Displays a focus on quality of movement in applying movement skills to

a variety offamiliar and new situations. - Problem Solving (PSS2.5)Uses a range of problem-solving strategies. Game Sense addresses the knowledge and understanding outcome for

the subjectmatter of Games and Sports.- Games and Sports (GSS2.8) Participates and uses equipment in a variety of games and modified

sports.

REFERENCES:Board of Studies, NSW. (2007). Personal development, health and

physical education K-6: Syllabus. Sydney, Australia: Author.Curriculum Support. (n.d). Game Sense Approach to Practical

Lessons. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdfpa_002.pdf

Curry, C., & Knijnik, J. (2013). Physical education and the after-school sports program in Australian schools: Barriers and challenges for the 21st century. In J. R. Chapyator Thomson & S-.H. Hsu (Eds.), Global perspectives on physical education and after school sport programs (pp. 227-244). Lanham, MD: University Press of America, Inc.

Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 1-19.

Webb, P ., Pearson, P., and Forrest, G. (2006) Teaching Games for Understanding (TGfU) in primary and secondary physical education. Paper presented at ICHPER SD International Conference for Health, Physical Education Recreation, Sport and Dance, 1st Oceanic Congress Wellington, New Zealand, 2006 (1 4 October), 8www.penz.org.nz