The benefits of using Game Sense approach in PDHPE classes.

Game Sense approach utilises inquiry-based and student centre teaching method that gives students the opportunity to engage in games actively, as they develop their skills and understanding (Curry & Light, 2006).

It also stimulates thought process and higher order thinking, but also enhances student’s problem-solving abilities, decision making, and can improve on physical performance agility, and they are also able to enjoy they interact with others and engage in the games

(Mandigo, Butler & Hopper, 2007).

It is a sport-specific iteration of the teaching

games for the understanding model.

• Game Sense approach is utilised by playing a modified

game whereas help is given to the players to help

figure out what they need to do to play the game.

After instructions are taught, players can practice

and engage in the game and can practice the skills

being learnt in another game. • The game sense approach links to the NSW PDHPE

Syllabus in which skills are being taught to students • It encourages all students to participate and engage

in the games, especially those who are not interested

in participating.

Listed below are some of the games that we have been learning about and engaging in. These are just a few sports that we have learnt so far. Games include:•Striking and Fielding games such as cricket and T-ball•Net and court games such as Netball and Basketball•Invasion games such as Oz-tag and Soccer •Targeting games such as Bowling and golf.

As a teacher, we teach from the NSW’s PDHPE Syllabus.

Students can learn various skills such as communicating,

decision-making, interacting, moving, problem-solving. For

our Year 3 students, by the end of each lesson the students

will be able to: •Make decisions as an individual and as a group member

(DMS2.2)•Makes positive contributions to group activities (INS2.3)•Displays a focus on quality of movement skills to variety of

familiar and new situations (MOS2.4)•Uses a range of problem-solving strategies (PSS2.5)•Participate and uses equipment in a variety of games and

modified sports (GSS2.8) •Describes life changes and associated feelings (GDS2.9)•Discusses the factors influencing personal health choices

(PHS2.12)•Discusses how safe practices promote personal wellbeing

(SLS2.13)

These are some of the outcomes that we will be learning in

PDHPE class. It will also help create a better learning and

understanding in linking it to the Game Sense Approach.

By using the Games Sense approach, it will and has strengthened students ability to:

To make decisions with space and area that they are going to be using and how students can manage

themselves in working together in groups.

Allows students who are not interested in PDHPE participate and engage themselves in various

games.

Through engagement and participation in games students can transfer their learning into real practice

and experience.

Students can engage in their cognitive skills and fundamental skills while playing the game(s).

This approach will allow students to ask questions instead of a feedback component allowing students

to identify what worked and what did not work, figuring out ways on how to improve the game which will

encourage critical thinking and self-reflection.

Students can take control in their learning which means it is a more of meaningful learning. This is

known as a learner-centered approach.

• 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

• Curry, C., & Light, R.L. (2006). Addressing the New South Wales quality teaching framework in physical education: Is game sense the answer? Paper presented at the Asia Pacific Conference on Teaching Sport and Physical Education for Understanding.

• Maddigo, J., Butler., & Hopper, T. (2007). What is teaching game for understanding? A Canadian Perspective. Physical & Health Education Journal, 73 (2), 14-20.

• Brookes, L. (n.d). How The Game Sense Approach in Physical Education Can Develop Congnitive Thinking.

• Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author.