Games sense

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  1. Games Sense 1 Lissa Le 17474900 2. * Drawing on constructivist learning theories, Games Sense is a student-based holistic approach to teaching, aimed to create a…
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  • 1. Games Sense 1 Lissa Le 17474900
  • 2. * Drawing on constructivist learning theories, Games Sense is a student-based holistic approach to teaching, aimed to create a learning environment that is adapted to include the integration of tactical knowledge, execution of skills and decision making (Light, 2013). *Hopper, T., Butler, J., Storey, B. (2009) elaborate further by stating that activities are designed to expose the students to a variety of fundamental skills which allows them to then participate in a range of games that is not dictated by teacher instruction. 2 So what is it…? Lissa Le 17474900
  • 3. *Student based – concerned about the whole individual not just the skills a student can perform *Learning through engagement with the environment and not specific instruction from the teacher *Modified game which allows students to explore game problems and use problem-solving skills to find solutions. E.g. Creating a new game to refine a skill set. *Effective measure to foster physical literacy – skills to perform physical activity effectively. 3 So to simplify it..
  • 4. Where did it come from…? *Popularised by works of Thorpe, Bunker and Almond during the 1970’s and early 80’s, making this a relatively new concept. *Started from classroom observations that noted a correlation between skill-based activities, demotivation and lack of understanding in students. *Based on the works of Mauldon and Redfern’s Game Education Elementary (1969), Bunker and Thorpe’s Teaching Games for Understanding Model (1982), Mitchell, Oslin and Griffin’s Tactical Games Model (1997), Grehaigne, Richard, & Griffin’s Tactical Learning Decision Making Model for team sports (2005). 4 (Hopper et. al. , 2009)
  • 5. How is it relevant to the classroom…? *We want to raise up a future generation that are confident in their own skills and are able to effectively communicate with one another. *Increased confidence in physical activities to foster an appreciation and commitment to healthy living. *Can cater to the variations in individual skill sets and motivation (Hopper et. al. , 2009). *Create fun and enjoyable learning environment. 5
  • 6. Model in application.. Scenario : *Leo* is a fast runner, able to dodge but can’t catch any balls that are thrown at him during the game. *Tactical awareness - Leo can be placed on the wing as there is usually an opening for him to run * Decision making - Leo can be put as dummy half as he would already be in possession of the ball. *Skill execution - Game modification of using a soft ball, as it is much easier to catch than a football. * Name altered to ensure confidentiality and privacy 6
  • 7. Hopper, T., Butler, J., Storey, B., Physical and Health Education Canada (2009). TGFU - Simply good pedagogy: Understanding a complex challenge (4th ed.). Vancouver, Canada: PHE Canada. Light, R (2013). Games Sense: Pedagogy for performance, participation and enjoyment. Oxon, United Kingdom: Routledge. 7
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