why is game sense important when teaching pe to students? students who learn while playing develop :...
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Game sense Vs. directive teaching Game SenseDirective teaching 1. Game first, emphasis on game rather than gaining skills (Light, 2006; Pill, 2014). 1. Emphasis on teaching the game skills before play (Pill, 2014). 2. Students finish learning with wide knowledge and experience (Hopper, Butter & Storey, 2009; Pill, 2014)). 2. Players with little knowledge about games (Hopper et al., 2009). 3. Wide cognitive abilities and better skill development (Hopper et al., 2009). 3. Players with inflexible strategies and skills (Hopper et al., 2009). 4. Player-centered, and they become the decision-makers and problem- solvers (Light, 2006). 4. Excessive reliance on the teacher because of poor decision making skills (Hopper et al., 2009). 5. Enjoyment and high participation (Light, 2013; Townsend, 2007). 5. Students are de-motivated (Hopper et al, 2009).TRANSCRIPT
Game Sense as a Teaching Pedagogy in Physical Education
Why is game sense important when teaching PE to
students?Students who learn while playing develop : Decision making skills, game gratitude, and
strategic alertness (Light, 2013; Reid, 2014). Teamwork, confidence, and respect for rules
(Townsend, 2007). Better thinking skills ( Light, 2006; Pill, 2011). Enjoyment of the played games (Light, 2013) Faster improvements (Light, 2006; Townsend,
2007). Intelligence and creativity with high
performance (Light, 2006).
Game sense Vs. directive teaching
Game Sense Directive teaching1. Game first, emphasis on game rather than gaining skills (Light, 2006; Pill, 2014) .
1. Emphasis on teaching the game skills before play (Pill, 2014).
2. Students finish learning with wide knowledge and experience (Hopper, Butter & Storey, 2009; Pill, 2014)).
2. Players with little knowledge about games (Hopper et al., 2009) .
3. Wide cognitive abilities and better skill development (Hopper et al., 2009).
3. Players with inflexible strategies and skills (Hopper et al., 2009).
4. Player-centered, and they become the decision-makers and problem-solvers (Light, 2006).
4. Excessive reliance on the teacher because of poor decision making skills (Hopper et al., 2009).
5. Enjoyment and high participation (Light, 2013; Townsend, 2007).
5. Students are de-motivated (Hopper et al, 2009).
How does the findings of research studies about game sense relate
to PDHPE K-6 syllabus?In addition to enhancing students’ knowledge, the PDHPE syllabus aims to develop students’ values and skills in PE. Those values and skills include: decision-making, problem-solving, confidence, teamwork, acquiring skills and many more (NSW BOSTES, 2007).
This was prominent in the results of many research studies, which showed that game sense develop many social and physical skills such as:
- Decision-making and problem-solving (Hopper et al., 2009; Light, 2006; Reid, 2014).
- Teamwork and confidence (Townsend, 2007).
- Great knowledge of skills and tactics (Hopper et al.,2009; Light, 2006; Light, 2013; Reid, 2014; Townsend, 2007).
Why do I want to teach PE using game sense
approach? Game sense is an approach that
focuses on the game and its players rather than gaining the skills, such as: teaching how to skip or hop by playing Simon says game. Players acquire the game skills while playing, which makes it more fun and engaging. In my class, I want my students to be fully engaged and eager to participate in all PE activities and games.
Game sense develops students’ skills in a simultaneous way without feeling that those skills are compulsory in order to participate, which demotivate players and limits their participation.
Game sense encourages teamwork, confidence, and communication, which are related to PDHPE syllabus aim and are very important for creating a positive environment in any class.
Game sense develops students’ cognitive abilities, such as: decision-making and problem-solving, which are also related to syllabus. What satisfies a teacher more than having those characteristics in their students? Nothing!
Game sense proved its efficiency in improving students’ knowledge and performance. I would like to see my students performing well while enjoying themselves at the same time.
References
Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author.
Hopper, T., J. Butler, and B. Storey, eds. 2009. TGfU – Simply Good Pedagogy: Understanding a Complex Challenge. Ottawa, Ontario: PHE-Canada.
Light, R. (2006). Game sense: Innovation or just good coaching. Journal of physical education. 39(1), 8. New Zealand: ProQuest Nursing and Allied Health Source.
Light, R., Ebooks Corporation, & MyiLibrary. (2013). Game sense pedagogy for performance, participation and enjoyment (Routledge studies in physical education and youth sport). Milton Park, Abingdon, Oxon ; New York: Routledge.
Pill, S. (2011). Teacher engagement with teaching games for understanding - game sense in physical education. Journal of Physical Education and Sport, 11(2), 115.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 1-19. DOI:10.1080/13573322.2014.912624
Reid, P., & Harvey, S. (2014). We're delivering Game Sense … aren't we? Sports Coaching Review, 3(1), 80-92. DOI:10.1080/21640629.2014.967519
Townsend, G. (2007). Game sense by Gary Townsend. Rugby Football Union