A Game sense learning

approach for Health

and Physical Education
in School

Miss Joanna Inzitari

Year 1I
 Rationale
Amongst a busy and often academically striving society,
the relevance of HPE in your childs schooling is seen as
minimal. However, as the Board of Studies state (2014), it
is integral for students to develop healthy lifestyle habits
not for appearance, but rather for wellbeing at and early
age. The primary years are crucial for the development of
fundamental movement skills and a failure of gaining
these skills creates difficulties and barriers to participating
and attaining the confidence in physical activity later in
life (p.47). Hence, why I have chosen to teach your
children HPE through a game sense approach. This
approach has been chosen as it is important for children to
learn through their own mistakes and problem solving. Just
as we allow children to learn to walk by stumbling and
falling, we have chosen the same method for the next
stage of fundamental movement skills. As through this
teaching and guidance rather than overwhelming
instruction and critique, we are able to develop more
confident, self-assured and resilient individuals (Hands,
2012, pp. 11-13).
What is Game Sense?
A Game sense teaching approach, is an approach
where students are educated through the focus of
games. Rather than solely focusing on singular skills
and techniques repetitively. Teaching in this manner
is viewed as a more tactical method, as rather than
students becoming too focused on the concept of the
skill, they are actually adapting and absorbing
fundamental movement skills (running, jumping,
galloping, throwing, kicking, etc) whilst relating
them to real practices and situations. Therefore, it
incorporates tactical thinking and allows for students
to better grasp what is being taught and why it is
relevant to know (Towns, 2002, p.1).
 Why Game Sense?
Through a Game sense approach, it not only allows for students
to attain closer relationships with their peers, as they are
working together and developing skills together, but it also
assists with more anxious and shy students. This is due to the
fact that rather than assessing students one by one on their
development of skills and the focus being solely placed on them.
I am able to observe all the students together, whilst analysing
each childs skill and then providing feedback for improvement in
a more general and holistic manner, rather than singling out
particular students and potentially discouraging them (Murphy &
OLeary, 2012, p.299). Also, through students in Stage 1
participating in games and sports, they are able to show and
understanding of dynamics, spatial awareness, relationships
and movements (BOS, NSW PDHPE K-6 Syllabus, 2014, p. 14).
 But what about Math and
English?
Although reading this information, you may be thinking that we
are just encouraging your children to learn games and sporting
skills. However, through teaching in this manner, it not only
develops childrens physical competency, but can enhance
childrens problem solving abilities, mathematical process
speed and communication development. Through students
participating in games with their peers, they are developing
skills of negotiation and communication in more real life
situations, rather than in classroom settings. Along with this,
through participating in dance along with more competitive
games, students are developing mental mathematical skills,
such as counting to beats or rhythm and adding points
mentally to keep track of score. Which as a result, can enhance
their ability in the classroom when performing simple math
skills that require mental strategies of problem solving.
Now Lets talk about behaviour!!!
Game sense teaching is also a great strategy for students
to be bale to release stress and energy. For majority of the
day, children are stuck in their classroom, sitting and
listening to the teacher speak.
I mean, how much information can a 6-7 year old absorb
in one day without getting restless and beginning to act
out? By allowing students to go outside and release some
energy, along with demonstrating skills of fair play and
cooperation (BOS, NSW PDHPE K-6 Syllabus, 2014, p. 14),
they will be better able to focus and maintain attention in
class. Also, the addition of HPE in the NSW curriculum
allows for a more diverse way of teaching and provides
opportunity to link other subjects such as English and
Math and incorporate diverse content in the teaching of
this subject. This can include what was previously
mentioned such as communication and mathematical
problem solving abilities. Along with games to enhance
counting forwards and back (skipping or hop scotch) and
also linguistic skills to fluently communicate ideas and
feelings.
 It is up to YOU!!!
As the main influence in your childs life, it is pivotal that
you are involved in decisions relating to the HPE program,
along with implementing these notions and skills outside of
school (BOS, NSW PDHPE K-6 Syllabus, 2014, p. 14). Along
with this, through being actively involved and encouraging
towards your childs learning in not only the HPE content,
but all content, it will motivate and encourage the children
to strive to do their best and participate. This is due to the
fact that it is being associated with positive aspects from
both school and home environments. As a teacher, we only
have so much influence on a childs life, however with your
help, we will be able to place emphasis and put into
practice the methods and benefits of responsible life choice
and physical competence.
 Reference List
O Board of Studies, (2007), Personal development, health and
physical education K-6, (1st ed.), NSW
O Hands, B.P., (2012), How fundamental are fundamental movement
skills?, Health Sciences papers and journal articles, University of
Notre Dame: Australia, retrieved from:
http://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1066&
context=
health_article
O Murphy, F. & OLeary, M., (2012), Supporting Primary teachers to
teach physical education: continuing the journey, Irish Educational
Studies, 31:3, 297-310, doi: 10.1080/03323315.2012.710065
O NSW Institute of teachers, (2011), Australian Professional Standards
for teachers, retrieved from: www.nswteachers.nsw.edu.au
O Towns, J., (2002), About Game Sense, Active Health, University of
Wollongong, retrieved from:
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2582143-dt-con
tent-rid-21956686_1/courses/
102072_2017_1h/Games%20Sense%20Supplemental%
20Reading.pdf