GAME SENSE APPROACHOverview:

Before the 1980s, the teaching of games focused on teaching the technical skills required to play the game (Hopper et al., 2009).Unfortunately, this approach proved to be problematic as children who could not perform these skills did not want to participate in the game due to a lack of confidence (Hopper et al., 2009).

ALTERNATIVE APPROACH - Teaching Games for Understanding (TGfU)

“humanistic approaches to physical education” (Hopper et al., 2009).An alternative approach moved towards the idea that game-centered activities provided a positive and highly motivational setting for all participants (Hopper et al., 2009).TGfU employs a learner-centered approach that places emphasis on participation rather than the actual result of the game itself.

Rather than telling players what to do, the game sense approach allows players to think and talk about the game and how to best play it in terms of tactics (Light, 2006).

Through asking prompting questions the teacher/coach encourages and guides players through problem solving (Light, 2006)

“Games-based approaches such as game sense offer for the improvement of children’s and young people’s experiences of sport” (Light, 2006, p. 17)

RATIONALE

As discussed in the New South Wales syllabus for Personal Development, Health and Physical Education (PDHPE), programs are designed to increase participation, provide positive experiences and empowering children to make healthy life long choices. Also in the syllabus is the importance of providing students with the opportunities to participate and develop self-esteem through social interaction.

With this in mind and relating it back to the previous slides, it is clear that a game-sense approach has benefits in engaging student participation. By removing the importance of ‘competition’ and results (winners/losers), and focusing on participation students will have better experiences of physical education.

StrengthsBy using a game-sense approach to teaching physical education, students are given the opportunity to develop skills at their own pace whilst actively engaging in games and/or activities.

By removing the concept of winning and losing and allowing students to just play, the game becomes less intense and all about fun and involvement.

Therefore, a game-sense approach has the benefit of allowing people of all levels of ability to actively engage in the game without the fear of failure.

The game-sense approach moves away from traditional coaching methods in that it allows players to actively think, discuss and reflect on the game, giving them a sense of ownership of their involvement.

In terms of team games, for children to have positive experiences at an early age, using a game-sense approach is most effective as it builds communication and problem solving skills in a social environment.

References:

• Hopper, T., Butler, J., & Story, B. (Eds.). (2009). TGFU – simply good pedagogy: understanding a complex challenge. Vancouver, CA: Physical and Health Education Canada.

• Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1), 5-6.