Game Sense:

Can we play a Game Yet?

Game Sense:
Can we play a Game Yet?

TARGET GAMES

NET/COURT/WALL GAMES

INVASION GAMES

STRIKE/FIELD GAMES

By Kelly Ann Parry

Kelly.Parry@det.nsw.edu.au https://twitter.com/#!/kellyannparry

www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

The Personal Development, Health and Physical Education K-6 Syllabus

o o o o Rationale promotes physical activity the adoption of an active lifestyle fundamental movement patterns and coordinated actions of the body skills that enable action for better health and movement outcomes

Aim The aim of this syllabus is to develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. In doing so, the syllabus will form the basis for students to adopt a responsible and productive role in society. Objectives Skills

Values and Attitudes

To develop students: appreciation of and a commitment to healthy and socially just ways of living.

Skills
To develop students skills in: making, communicating and acting upon health decisions; moving with competence and confidence; and forming and maintaining positive relationships.

Knowledge
To develop students knowledge and understanding about: ways to enhance personal and community health and wellbeing, and the composition, performance and appraisal of movement.

Overview of Learning in PDHPE K6

Subject Matter o non locomotor skills o loco motor skills o manipulative skills o games

o athletics o aquatics o playing the games

Strand: Games and Sport: SKILLS o moving

o problem-solving communicating www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

o interacting decision-making Subject Matter Games and Sports This strand develops each students competence and confidence in a broad range of games, sports and physical activities. Students develop fundamental movement skills (FMS), progressing to more games- and sports-specific skills in non-competitive and competitive environments that foster positive feelings of success and enjoyment.

Games and Sports Outcomes GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment GSS1.8 Performs fundamental movement skills with equipment in minor games. GSS2.8 Participates and uses equipment in a variety of games and modified sports. GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules.

Overview of Content o Playing the Game o safety considerations o benefits of participation o influences on choice of activity o teamwork/cooperation o roles and responsibilities

o o o o o

effort and practice competition fair play rules and tactics refereeing/umpiring

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Game Sense:

Can we play a Game Yet?

Game Sense:
About Game Sense

Can we play a Game Yet?

Can we play a Game Yet? This question is usually one of the first questions that children ask at the start of any lesson. While the time invested in drills may seem important for skill development and may even pay off when a game is started, there is more likely to be two elements missing from the skills-drills-game cycle: GAME SENSE and FUN!! Game Sense uses games as the focus of the lesson. By focusing on the game, rather than on technique practice, players are encouraged to become more tactically aware and make better decisions during the game, as well as beginning to think strategically about game concepts whilst developing skills within a REALISTIC environment and most importantly, having FUN!
Adapted from Game Sense: http://www.activehealth.uow.edu.au/gamesense/page_2.htm

Games Categories Lessons can have a specific sports focus (e.g. soccer, badminton, T-Ball) or they can be developed to emphasize strategies common in a number of games. Game Sense focuses on four categories to highlight these common strategies. General Games CATEGORIES INVASION NET/COURT /WALL STRIKE/ FIELD TARGET

Small Target: Basketball, Netball, Korfball Large Target: Soccer, Hockey, Lacrosse, AFL, Handball Crossing the Line: Touch, League, Union, Frisbee, OzTag

Squash, Badminton, Tennis, Table Tennis, Volleyball

Cricket, Baseball, Softball, Vigoro, Rounders

Contested: Lawn Bowls, Bocce, Ten Pin Bowling, Marbles Uncontested: Darts, Golf, Coits

Games Categories www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

The division of these games into the four categories is based on the physical characteristics of the game, the fundamental skills required and the tactical problems or primary rules of the game.

Physical characteristics refer to the shape and general size of the playing field as well as

the way the objects of the game are used. For example a court or field in invasion games, a court divided by a net with a team on each side in net/court games.

Fundamental skills refer to movement skills such as running, stopping, balancing, guarding. These can also be called off-the-ball movements. Fundamental skills also refer
to equipment handling skills such as throwing, striking, receiving, catching, trapping, and dribbling. These can also be called on-the-ball skills. games in each category.

Tactical problems refer to the primary rules or defining aims that are common to all
Adapted from: http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games_002.htm

Games Categories: Description Invasion Games Quick Description: Teams score when they move an

implement into the opposing team's zone and successfully attack their goal/target area. Tactical Problems related to Invasion Games include Maintaining Possession, Attacking/Defending a Goal, Winning the Ball, etc.
Examples: Basketball, Football, Rugby, Hockey

Net and Wall Games Quick Description: Players/Teams score by hitting an

object into a court space in such a way that the opposing player/team cannot hit it back within the allowed amount of bounces. Tactical Problems related to Net and Wall Games include setting up an attack, moving the opponent, etc.
Examples: Tennis, Volleyball, Squash, Badminton Striking and Fielding Games Quick Description: Players on the batting team strike an

object and attempt to run between two points before the fielding team can recuperate the object. Tactical Problems related to Striking and Fielding Games include striking the object, fielding the object, running the points.
Examples: Baseball, Softball, Cricket, Kickball www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

Target Games Quick Description: Players score when an object they

have thrown or struck lands closest to a pre-determined target. Tactical Problems related to Target Games include throwing the object, calculating distance, etc.
Examples: Golf, Pool, Bocce Ball, Bowling General Games Concepts
Adapted from: http://www.thephysicaleducator.com/resources/

The general concepts are the basis for categorising games in the Teaching Games for Understanding model. General Games CONCEPTS Category
INVASION

Team IN Possession
Use a safe pass Move to create/receive a pass Advance to score

Team WITHOUT Possession

Pressure the ball/receiver Track a player and ball Use zone or one on one defence within the

NET/COURT/WALL

Place object within boundaries Return object where it cannot be returned boundaries

STRIKE/FIELD

Maximise time in bat Maximise runs scored

Minimise time in field Build pressure Minimise unnecessary scores (legbyes, 4 balls walk)

TARGET

Place object as close as possible Prevent or protect object from to intended target being replaced as nearest target

Game Sense Questions and Challenges Assist players to solve problems, rather than solving the problems for them. The use of questions is an effective tool towards achieving this. Effective phrasing of questions can also help to 'guide' the player to an answer, in the event that they are struggling with an activity. www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

(W W W H)

When to Where to Why How

(When do you pass/dribble/shoot)

(Where do you pass/dribble/shoot) (Why did you choose that pass/dribble/shot) (How do you perform that pass/dribble/shot)

Games Sense isn't just about the questions we ask the students but the questions we ask ourselves as teachers. Before you teach, ask yourself: What do we want them to learn? How can I set the activity up to ensure that they can learn what I want?

For example: In order to teach attacking skills such as dribbling/passing, you have to allow students to experience success with that skill and enable it to happen in a game.

www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet? How to CHANGE IT

Differentiation/Modification:

Modifications can be made to games in order to maximise participation, accommodate a range of ability levels and backgrounds while highlight the game objectives. The acronym CHANGE IT highlights some of the elements of a game that can be changes to make it easier or harder (differentiate), to include and challenge all players.

Adapted from the Australian Sports Commission Active After-School Communities, Playing for life

www.TeachingGamesforUnderstanding.com

Game Sense:

Can we play a Game Yet?

Game Sense Framework

Pic. Category of Game: Game Name: Applications: Lesson No.: Level

Link Skill

Lesson Focus: Focus Question: Outcomes:

Moment

Tactics

Principle
Game Modifications:

(what is the key questions about the game that is driving the learning)

(What rule modifications and conditions will you implement to ensure that the focus question is being addressed)

(What are the links to the curriculum framework?)

CHANGE IT:

Connector Warm Up:

prepared for activity?)

(How will students be physically, socially and emotionally

Rules:

Game Progression:

Modified Game:

(What is the modified game being played)

Developing Play:
involvement?)

(What questions can you ask to develop understanding and game

Game Info: Equipment: Safety:

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Game Sense:
Useful Links:

Can we play a Game Yet?

DET Curriculum Support http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physic al_activity/games.htm Primary PDHPE Syllabus

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/syllabus/index.htm http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physicaleducation-pdhpe The Physical Educator http://www.thephysicaleducator.com/ Play with Purpose: ACHPER Shane Pill https://sites.google.com/site/sportliteracy/home

Ausport

http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_un derstanding

www.TeachingGamesforUnderstanding.com