Game Sense Approach for TeachingThe benefits of using this approach in PE Class

What is Games Sense Approach?

Games Sense approach is a variation of the Teaching Games for Understanding (TGFU) approach

In the 1980’s, Rod Thorpe and David Bunker noticed children were unable to transfer technical skills when playing games because they were convinced that they did not have the skills and could not play the game (Loght, 2006)

The observation of such behaviours in students led to Thorpe and Bunker’s idea of the humanistic PE approach- TGfU (Light,2006)

Why choose Game Sense Approaches in

PE?Rather than PE lessons being teacher centered,

where teachers give direct instruction, In Game Sense teachers teach indirectly by simply setting and manipulating the environment and guiding players through problem solving (Mandigo, 2007)

Teachers ask the students questions as it is believed that meaningful learning occurs through immediate reflection upon overt experience (Mandigo,2007)

Children are encouraged to work collaboratively and develop strategies, appropriate technique and tactics in games (Mandigo, 2007)

Strengths of Game Sense as a Teaching

ApproachMore emphasis is placed on the

cognitive awareness and understanding of the skill rather than the skill itself

Students skill development is integrated in the game as once they are hooked on the game, they are then indirectly introduced to the skills. This in turn forms more motivation and makes the skill more attainable and meaningful to the students

Strengths of Game Sense as a Teaching

Approach Teachers provide positive feedback, time for

critical thinking, and allow students to try different strategies and then evaluate them to improve the results and grasp a better solution to reach their goals

I recommend the Game sense approach as a teacher because it provides opportunities for social interaction, communication skills, using manipulative skills, problem solving, decision making, cooperation skills and many more!

These skills form values and attitudes that are required to live a healthy, active and fulfilling life which is the aim of the PDHPE syllabus-for the long term benefit of children.

References

Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1), 8-19.

Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.