1. Game Sense Approach The new and improved teaching method By your faithful yr4 PE Teacher Mr Duckworth

2. What Is Game Sense Approach? Game Sense Approach is an innovative way of teaching the student the important aspects in practical PE. When PDHPE classes were taught several years ago most teachers/coaches used a ''traditional', authoritarian technique based approach, where the lesson involved a center-based coach, drilling techniques into students (Light:2006). This approach however gets the students more involved; disregarding this out of date, oppressive pedagogy, and establishing a more enjoyable form of learning. Game Sense approach practically explains itself using game-like activities to develop fundamental skills on all ranges according to each development stage a growing child needs.

3. What makes this more enjoyable? Another term for the approach is known as Teaching Games for Understanding (TgfU) and what makes this method more enjoyable is the fact that it puts the needs and abilities of the participants first over the importance of the game (2007). It removes this tendency of drilling or pushing, and creates an environment that sparks participation and innovative imagination.

4. Why its a great approach From all the times I have heard this question pop up in my practical lesson plans “When do we get to play the game?”(2007). Students will find themselves that a fun experience is one that they will cherish and remember and by implementing this style of approach which ties back with the syllabus; it provides efficient teaching methods. The syllabus supports this approach dividing the concept into four categories, invasion, target, net/wall and striking games. All categories use tactical knowledge which get the students involved and focused 99% of the time. By approaching these categories from a Game Sense the motivation and connection with the activity it the ideal key that the theory aims for.

5. How its come about The research that has gone into this development has been going on for decades but had only been introduced in Ausralia in 1994 by Rod Thorpe. The background on this approach shows its strength telling us that this is not some new approach that teachers are testing out on your children but a well researched and innovative approach. Developments in learning theory over the past few decades in education and the rise of constructivism challenge this conception to view learning to play sport as an active process of interpretation. (Light:2006)

6. Potential for improvement Imagine yourself in a scenario where your only ten years old and your coach was spitting out instructions, telling you what to do. Well in my class instead of drilling instructions I would create lesson plans that would involve applying movement skills to a variety of familiar and new situations, get them to use a range of problem solving strategies and develop aspects of their active lifestyle outcomes (MOS2.4, PSS2.5, ALS2.6). These are some of the key outcomes that are essential for my students to learn in order for them to begin complex, mental and physical health developments. These outcomes wont be addressed with full potential with older methods of teaching which further expresses the importance of a transformative learning experience that these children need.

7. Reference List Board of Studies, NSW. (2007).Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author Light, R. (2006). Game sense: Innovation or just good coaching?Journal of Physical Education New Zealand, 39(1), 8-19,3 Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective.Physical & Health Education Journal, 73(2), 14-20.