Published on October 7, 2016
1. Game sense A constructivist approach to teaching HPE
2. What is ’Game Sense’? Game sense pedagogies involves a changing focus of physical education activities from the more traditional pedagogies involving direct teaching of techniques (solely building fundamental skills (such as kicking, hopping, balancing) which only creates ’technically sound students’ (Light 2012 p.3) and not good game players. Instead, game sense pedagogies adopt student-centered approaches which aim to create better thinking players while also providing more motivation for training across all levels. Instead of the direct teaching of techniques, the game sense approach involves facilitating experiences where students can learn ‘in and through’’ games, and where students are given the opportunity for their own learning to unfold from the experiences they participate in (Pill 2016).
3. Game Sense VS Traditional teaching approaches to teach HPE Game sense pedagogies (game-based, student-centered teaching style) • Holistic approach to teaching skills, teaching processes of adaptation to the game and its dynamics, tactical knowledge, skill execution and decision making as well as building technique (Light 2012). Game sense pedagogies also allow for the emotional and personal growth as well as the physical growth. • Concentrates on a contextualizing students with an understanding of the game before teaching of techniques, for developing better players (Light 2016). • A more enjoyable and motivating experience of physical education for the students (Light 2012). • Students unfold their own learning from experience and engaging with the learning environment (Light 2012). • Aims at instilling a commitment to long-term health through an enjoyment of physical experiences. • Students encouraged to learn through enquiry. • Encourages dialogue among students (Pill 2016). Traditional teaching approaches (directive, teacher-centered teaching style) • Concentrates almost solely on fundamental skill building (technique) only (Pill 2016). Aims almost solely toward physical growth (Light 2012). • Is not concerned with contextualizing players with the game before teaching skills, meaning students learn little about game- play (Pill 2016). • Less enjoyable and motivating experience of physical education for the students (Light 2012). • Less inclusive. • Students are less in control of their own learning. • Monologue of directive speech from teacher (Pill 2016).
4. How the game sense approach links with the NSW PDHPE Syllabus Game sense pedagogies align with the NSW PDHPE Syllabus rationale, aims and objectives because this approach: • Fosters emotional, social , physical and cognitive growth • Encourages the development and maintenance of positive relationships with other students • Encourages a love for physical activity, and therefore a long-term active and healthy lifestyle • Assists students to develop fundamental movement skills and coordination • Engages students in games and sports to develop related skills • Develops students’ communicating, decision-making, interacting, moving and problem-solving skills.
5. References • Board of Studies, NSW. (2007). Personal Development, Health & Physical Education K-6: Syllabus. Sydney, Australia • Light, R. (2013). Game sense for physical education and sport coaching. Game sense: Pedagogy for performance, participation and enjoyment. London, UK: Routledge. • Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society. 21(2). Available at: http://www-tandfonline- com.ezproxy.uws.edu.au/doi/abs/10.1080/13573322.2014.912624