Welcome PDHPE Class 3-E

Carmen Duong
17462033
Physical exercise is important
Promotes positive and healthy lifestyle
Improves self-esteem, self confidence, and
self control.
Helps with physical body appearance
Learning lifelong skills and information.

Game sense appraoch
Fundamental sport skills is the old traditional approach.
Game sense is the adaption of Teaching Games for
Understanding Model- Bunker & Thorpe
Game sense approach focuses on the game it promotes
cognitive and decision making skills as well as problem
solving skills with the use of games in physical activity.
Student are being questioned rather than given direct
instructions and rules to follow
enabling reflecting
Stimulating cognitive skills
Promoting game maturity
Becoming tactically aware


(Towns, 2002)
Why use Game Sense?
Improving cognitive learning and problem
solving skills
Increase game appreciation
Decision making skills increase
Focusing on individuals, improving tactical skills
Learning the game
Game played using simple ideas of space and
time.

Example:
Example taken from Teaching games for understand- Shane Pill
Session 1: volleyball modified game - rules
Underarm throw over the net to begin
Catch the ball above the head.
Pass with a two handed overhead throw to a team member.
Third pass must go over the net.
Loss of point if the ball hits the ground on your side of the court, ball goes
over before third pass, third pass goes into net the net and lands on your
side of the court or the ball lands out of court.
Rotation and volleyball scoring applies

Examples of key guestions guiding the inquiry approach
What is the purpose of the game?
What are the advantages to your team from using all three passes allowed?
What do you have to do with your body in order to catch the ball above
your head?

Possible game progression: new rule
Third pass must be from one of the front court players or, add bonus points if
the attack (third pass) is from the front court and it wins the rally.
After the game has progressed, further examples of key questions guiding the
enquiry approach could include:
From where on the court is it most difficult to return the ball?
Where is the best place to serve the ball?
Where is the best place to target the third pass over the net?

Possible game progressions
Do not allow players to move their feet once they catch the ball
Reduce the time allowed to hold the ball before a pass is made
Allow the third pass to be a self set spike
After the first catch, all passes must be a self set
After the first catch and self set, the next two passes must be sets or a self set
spike
Eliminate the self set for the spike, the spike must occur from a set
Introduce the forearm pass; bonus points if the serve reception is a forearm pass
Introduce the serve; bonus points for a deep serve to the back court
Introduce the block; bonus points for winning a rally from a block

Reference
Frederick. (2006). Importance of PE . Retrieved from Mrs Frederick's P.e pages:
http://staff.gpschools.org/frederg/import.htm

Pill, S. (n.d.). Teaching games for understanding. Retrieved from Australian
Sports Commission:
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_ga
mes_for_understanding

Ross Brooker,David Kirk, Sandy Braiuka, Aarjon Bransgrove. (2000). Implementing a
Game Sense Approach to Teaching Junior High School Basketball in a Naturalistic
Setting. European Physical Education Review, 7-26.

Tim Hopper, Joy Butler and Brian Storey . (n.d.). TGfU...Simply Good Pedagogy:
Understanding a Complex Challenge. Canada: PHE Canada.

Towns, J. (2002). About Game Sense.