Proudly, Game Sense was developed in our backyard! At the Australian Sports

Commission in response to increased accountability to deliver high quality teaching

(curry, 2011)

This vision includes optimum learning environments to Nourish physical, social,

cognitive and emotional development. Game sense approach cares J

Providing pathways to directly meets these noble standards that all our kids deserve.

The Game Sense approach optimally centers on student learning and wellbeing.

Game sense encourages students to develop their own understanding, technical

skill and tactical awareness whilst being actively involved in the Game

(Curry,2011).

We acknowledge this paradigm shift with the emphasis back on providing kids

with positive physical education…. And not on the rigidity and stress of

mastering technique before we play…remember that…No way!

The focus is student-centered, and inquiry-based learning.

In game sense the teacher fosters a valuable learning environment by creating

opportunities for student learning yet does not determine it (curry, 2011).

It Values kids thinking and problem solving skills.

Game sense encourages students to ask questions and find resolutions collaboratively.

This fulfills the PDHPE Core syllabus skills;

‘communicating, problem solving, decision making and interacting’ (BOSTES, 2014).

Game Sense is committed to the diversity of our learners!

Game sense modifies games to incorporate tactical structures which are adaptable and

cater for varied abilities (Curry, 2011).

Game sense is inclusive and delights in participation, creativity and fun and its

overarching intent is on ‘human growth’(Light, 2013). Research supports most kids play

sport to interact, connect, have fun and be a part of something(Light, 2011).

They shone the light and we are listening! Games designed to be adaptive and modified by the students themselves.

Encourage ownership and active participation enabling the development of emotional

and social needs of the students (Light, 2011). Less stress on techniques and mastery so

kids can participate! After all its participation that provides the opportunities to develop

skills….right!

Game sense fosters positive co-constructive learning environments, like Teaching games for

understanding. The context is inclusive and strategies have collective purpose and

negotiation(Light, 2011). Like the game ‘Liilipad’ that encourages collective workmanship

to cross the stream without leaving our mates behind, but we only have limited Lilipads to

work with.

Games for understanding value communication, decision making and problem solving as a

social inclusive activity whilst encouraging student autonomy. These opportunities fosters

meaningful cognitive and social emotional learning in authentic contexts of play that

contribute to student wellbeing!

Game sense aligns with PDHPE curriculum to develop ‘Knowledge,

Understanding and practical skills that lead to better health’(BOSTES, 2014). Of

course fun and exciting experiences in PDHPE will contribute to the students

developing a commitment to their own vitality and health long term! The PDHPE

learning environment recognised the importance of developing skills and

competence from a variety of inclusive approaches including play, recreational

activities, games, and sports (BOSTES, 2014).

Game sense fosters a ‘participatory teaching approach’ (Ajayi, 2013) with its

orientation toward fun and positive experience. These opportunities are imperative

in establishing students lifelong commitment to a healthy and active life (BOSTES,2014).

Game Sense youtubeclip:http://www.youtube.com/watch?v=RKzAbB2Lg6U

References

• Light, R. (2013). Game sense for physical education and sport coaching. In Game sense: Pedagogy for performance, participation and enjoyment (pp. 37-47). London, UK: Routledge

• Using the Game Sense approach to deliver Quality Teaching in Physical Education November 27, 2011, Curry

• .aliya

• Images care of clipart.