HPE Unit Outline

Subject PDHPE Course PDHPE Duration (weeks) 5 weeks, 10 lessons

Strand Movement Skill and Unit Title Target Games Year/Stage Stage 4/Year 7
Performance

Key Concepts / Big Ideas

What is the aim of target games?
(Essential Question) What tactics and skills are needed to be successful in unopposed target games?
What tactics and skills are needed to be successful in opposed target games?
How and when do you apply these tactics and skills in order to gain an advantage over your opponent?

Unit Context:
As target games are the least complex games category they will be taught at the start of the stage scope and sequence
(Scope and Sequence before any of the other games categories. Target games allow for the development of manipulative skills which are
Information) important in the other games categories. Target games also provide students with a less dynamic environment therefore
provide students with a greater length of time to develop and perform tactical decision making skills (Mitchell, Oslin &
Griffin, 2003).

Rationale:
Young people’s motivation to be physically active is influenced by their level of enjoyment, perceived competence and
(The importance of this social support. Trends toward inactivity in young people are of particular concern due to the associated range of short-
learning) term and long-term health implications. PDHPE plays a key role in promoting physical activity and developing
competency in movement skills. It provides opportunities for students to develop adapt and improvise their movement
skills in a wide variety of challenging contexts and environments that appeal to their needs and interests, enhance
enjoyment and excitement in their lives, and ultimately increase the likelihood of lifelong physical activity (Board of
Studies New South Wales, 2003).
 Literacy Focus Numeracy Focus ICT Focus Differentiation

Game presentation Scoring Handbook for game Target

Students must present their groups Students will consistently use Students must design and print a - distance from target
created game to the rest of the class, mathematics to keep score during hand book that looks professional - size of targets
explaining the aim, rules and safety of games whilst also using mathematics and informative. - type of targets
the game. for tactical decision making such as - purpose of target
how many points do we need to win Designing a game - point for hitting target
Handbook for game or how many points can we afford Students are encouraged to browse
Groups must also submit to the to lose. the internet to find inspiration when Equipment
teacher and have available next to the designing their game. - size and shape of balls
game for other students to read a Scaling - other throwing objects eg Frisbee
handbook explaining the game Recreate scaled version of specific Golf course download - hitting objects eg hockey stick
including the aim, rules, safety, and an golf course. Students must download a golf - different bounce and roll of
explanation of how they designed the course provided to them by the objects
game to encourage the use of two Statistics teacher. - weight of objects
important tactics or strategies that can Students analyse team members - different techniques for different
be used within the game. performance then provide them Photo download objects
with statistics based on their findings Students are provided with a photo - students choice
Game specific metalanguage of a game situation and have to Playing area
Students will learn and use words and recreate the game position from the - size
sayings that are specific to target photo. - surface
games within class and group - obstacles
discussions. Marking Criteria - environment
Students are provided with an excel
Rules
Group and class discussions designed marking criteria in order to
- type of throw/kick/hit
Students will vocally answer questions assess their partners game
- number of shots
and interact ideas through the use of performance.
- purpose of game
language within group and class
- number of points to win
discussions Google doc
- make up own rules
Students must complete questions
- number of players
on a google doc in order to assess
 their class members designed - teams or individual
games.
Coaching style
Reflection blog - peer teaching
Student must complete a reflection - guided discovery (Q & A)
blog answering the conclusion - video analysis
question of each class - statistical analysis

Games played
- students choice
- modified
- small sided
- unopposed or opposed

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and
 Asia and Australia’s engagement with Asia  Sustainability
cultures

General Capabilities
 Intercultural
 Critical and  Ethical • Information and • Literacy • Numeracy • Personal and
creative thinking understanding communication understanding social capability
technology capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity  Work and enterprise  Aboriginal and indigenous  Environment
Outcomes
Values and Attitudes Outcomes
Students Will:
• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles

Knowledge and understanding Outcomes

Strand Outcomes
Strand 2: Movement Skill Outcome 4.4 A student demonstrates
and Performance and refines movement skills in a
range of contexts and environments
Content
Learn about:
• types of movement skills
– fundamental
– specialized
– locomotor and non-locomotor
– manipulative
• aspects of movement skill development
– body control and awareness
– object manipulation and control
– anticipation and timing
– technique
• influences on skill development and
performance
– applying skills across contexts
– predictable and dynamic environments
Learn to:
• practise and refine fundamental and
specialized movement skills in
predictable and dynamic learning
environments
• participate in a variety of movement
activities to demonstrate and enhance
body control, body awareness, object
manipulation, anticipation and timing
• participate in movement activities
that demonstrate and reinforce the
transfer of skills across different
movement contexts
• participate safely in movement
activities
 Strand Outcomes Content
Learn about: Learn to:
– importance of practice • demonstrate movement skills
– safety through a range of experiences
including:
• contexts for specialised movement – games from categories such as target
skills games

– game

Skills Outcomes
Strand Outcomes Content
Learn about:
Moving 4.14 engages successfully in Students develop the capacity to move
a wide range of movement with skill and creativity in a wide range
situations that displays an of movement contexts and
understanding of how and environments and to value movement as
why people move a source of personal enjoyment and
satisfaction. It is through moving that
students learn about the capabilities of
the body in motion. They use movement
as a medium for expression and
communication, as a context for social
interaction, cooperation and teamwork,
and as a source of problem-solving and
personal challenge.
Learn to:
• determine the purpose of
movement, and their personal
needs and interests
• adapt and combine movements
according to purpose
• take action to participate safely
• communicate and collaborate to
achieve group goals in movement
settings
 Strand Outcomes
Problem-solving 4.16 clarifies the source and
nature of problems and
draws on personal skills and
support networks to resolve
them
Content
Learn about: Learn to:
Students develop the capacity to apply • anticipate, identify, clarify and
problem-solving strategies to a wide frame problems
range of individual and community • adapt or develop strategies to
health issues. They think creatively in address problems
order to find effective ways of dealing
with life transitions and resource • justify the choice of strategies
management issues. They work in • apply strategies
groups or teams to identify options, • evaluate the process and
strengths within the group and solutions outcome.
that satisfy shared objectives. Students
develop an ability to manage change and
challenges, and to respond in positive
ways. They also enjoy and derive a sense
of achievement through success in
solving problems in a range of
movement contexts and environments.
Duration: Knowledge & Understanding Content Teaching and Learning Strategies Assessment For Resources
Learning
• types of movement • practise and Lesson 1 tactical focus: Throwing for distance and accuracy
1 Teacher Observation: - Suitable indoor
skills refine fundamental Introduce target games: What is the aim of target games?
- Observe students or outdoor
– fundamental and specialized perform activities playing area
– locomotor and non- movement skills in Warm up: Frisbee golf - Teams of 2. Students must throw
- Students answers
locomotor predictable and Frisbee in all 12 hoops set up as a golf course. - Markers
and involvement in
– manipulative dynamic learning Questions: What is the aim of the game? How can you - Cones
discussion questions
environments achieve the aim before opponents?
Modification: Change equipment, Frisbee to netball. Peer assessment - Hoops
• influences on skill - Discussions with
• participate safely - Frisbees
development and in movement Activity 1: Knock down pins - Teams of 2 in playing area. team members
performance regarding tactics and -Netballs
activities Students take it in turn to knock down pin using netball.
– safety strategies
Questions: What tactic is required to knock down the - Bean bags
cones?
Student self reflection - Pool noodles
Modification: Change distance of target.
Week 1

- Answer questions on - Google doc

Activity 2: Corridors – Teams of 2 in playing area. Students student blog relating
take turns throwing bean bag into long narrow target area. to conclusion
Question: How can you consistently throw with accuracy? questions.
Modification: Change target area size to short and wide.

Activity 3: Battendi points for distance – Teams of 2 in

playing area. Students take turns throwing noodle through
hoop, scoring more points from further away.
Question: Why would you shot from the closest line worth
less points?
Modification: Change time, teams now have 1 minute to
score as many points as they can.

Conclusion Question: What is the aim of target games?

How can accuracy and distance help achieve this aim?
2 • aspects of • participate in a Lesson 2 tactical focus: Rebounding to avoid obstacles and Teacher Observation: - Suitable indoor
movement skill variety of score points - Observe students playing area
development movement Introduce tactical solutions: How can you avoid obstacles perform activities
activities to - Pins
and reach the target? - Students answers
– body control and demonstrate and and involvement in - Cones
awareness enhance body Warm up: Junk yard - Teams of 2 in playing area. Students discussion questions
control, body - Obstacles
– object manipulation take it in turn to knock down pin sliding bean bags whilst
and control awareness, object Peer assessment - Portable walls
avoiding obstacles.
– anticipation and manipulation, - Discussions with
Question: How can you avoid hitting obstacles? - Bean bags
timing anticipation and team members
Modification: Change target – area instead of pins.
– technique timing regarding tactics and - Netball
strategies
Activity 1: Diyari koolchee – Teams of 2 in playing area. - Hoop
Students bounce netball of back wall knocking down pins.
Student self- - Tennis ball
Question: How do you effectively rebound of the back
reflection
wall? - Golf sticks
- Answer questions on
Modification: Change rules, bounce of 2 walls instead of 1.
student blog relating - Golf balls
to conclusion
Activity 2: Bump it in – Teams of 2 in playing area.
questions.
Students roll netball to knock another netball into target
area.
Question: How do you effectively knock ball into target
area?
Modification: Change equipment, netball to tennis balls.

Activity 3: Mini putt putt – Groups of 4 in playing area.

Students hit golf ball with golf club into target area.
Question: How do you decide where to hit the ball?
Modification: Change playing area, students add or
remove obstacles.

Conclusion Question: How does this tactic help achieve

the aim of target games?
How can you successfully perform this tactic?
 • types of movement • practise and Lesson 3 tactical focus: Planning for next shot and spin.
3 Teacher Observation: - Suitable
skills refine fundamental Introduce tactical solution: How to adjust to the playing
- Observe students outdoor playing
and specialized area.
perform activities area
– specialized movement skills in - Students answers
predictable and Warm up: Concrete target throw – Teams of 2 in playing - Bouncy balls
and involvement in
dynamic learning area. Students throw a bouncy ball to finish in hoop. - Hoops
discussion questions
environments Question: How do you adjust to the bounce of the ball on
the surface? Peer assessment - Sand pit
Modification: Change playing area, in long jump sand pit - Discussions with - Bocce balls
instead of concrete. team members
regarding tactics and - Hockey stick
Activity 1: Hillside bocce – teams of 2 in playing area. strategies and balls
Students throw a bocce ball underhand in to a hoop on a - Markers
down hill playing area. Student self-
reflection - Picture of golf
Question: How can you stop the ball from rolling down
- Answer questions on downloaded golf
hill?
Week 2

student blog relating course

Modification: Number of shots, students get 4 consecutive
turns rather then alternating each turn. to conclusion - Soccer balls
questions.
Activity 2: race track hockey – teams of 2 in playing area.
Students hit a hockey ball using a hockey stick through 5
gates in order.
Question: How can you limit the number of shots between
gates?
Modification: Number of players, instead of playing in
teams students competes by themselves.

Activity 3: Recreated golf course – students mark down

best way to approach provided picture of golf course, then
perform that strategy on scaled version using soccer ball.
Question: Why do you plan for the next shot?
Modification: Change target area, students start from
previous target and aim for previous starting point.
 Conclusion Question: How does this tactic help achieve
the aim of target games?
What are the tactics used in unopposed target games?
4 Problem-solving • adapt or develop Lesson 4 tactical focus: Guarding and bumping out Teacher Observation: - Suitable
strategies to Introduce opposed target games: How does the game - Observe students outdoor playing
address problems change when you can interact with opponent’s equipment. perform activities area
• justify the choice - Students answers
- Soccer balls
of strategies Warm up: Soccer croquet – groups of 4 in playing area. and involvement in
• apply strategies Students kick a soccer ball through 5 gates. discussion questions - Markers
Question: How does being able to interact with the - Hoops
• evaluate the Peer assessment
opponent’s ball change the way the game is played?
process and - Discussions with - Bean bags
Modification: Number of players, from 4 to 8.
outcome. team members
regarding tactics and - Tennis balls
Activity 1: Weme – teams of 2 in playing area. Teams
strategies
throwing soccer ball try to knock opponents ball out of
target area.
Student self-
Question: How do you knock the opponents ball out?
reflection
Modification: Change equipment, from soccer ball to
- Answer questions on
sliding bean bags
student blog relating
to conclusion
Activity 2: Protect the king – teams of 2 in playing area.
questions.
One team slides bean bags to protect the target then the
other team tries to get to the target.
Question: Where is the best place to position a guard?
Modification: Rules, teams can shot from 2 positions
instead of one.

Activity 3: Staying afloat – teams of 2 in playing area. One

team starts with tennis ball in target area and defends it
while the other team tries to knock it out of target area.
Question: Why do you use guards?
Modification: Change the distance from the target.
 Conclusion Question: What tactics are required in opposed
games?
How do you apply these tactics?
Moving • determine the Lesson 5 tactical solution: When to attack or defend.
5 Teacher Observation: - Suitable
purpose of Introduce decision making: When and how should you use
- Observe students outdoor playing
movement, and the tactical skills you have learnt?
perform activities area
their personal - Students answers
needs and Warm up: Putting duel – in groups of 2 per playing area. -Golf stick and
and involvement in
interests Using a golf stick and ball students must hit there balls
discussion questions
• adapt and
opponents golf ball first. - Bocce photo
Question: When should you attack at your opponent’s Peer assessment
combine taken by teacher
ball? - Discussions with
movements
Modification: Number of players, in teams of 2 instead of team members - Frisbees
according to
purpose individual. regarding tactics and - Soccer balls
strategies
• communicate Activity 1: Photo bocce – teams of 2 in playing area. Teams - Markers
and collaborate to Student self-
set up game as shown in photo provided by teacher, then
Week 3

achieve group - Hoops

discuss and perform a suitable strategy for situation. reflection
goals in movement - Bean bags
settings Question: Why did you decide on the strategy you used? - Answer questions on
Modification: Change from photos to students decide on student blog relating - Tennis ball
situations for other team. to conclusion
- Kubb
questions.
Activity 2: Multiple equipment golf – Groups of 4 in playing
area. Students selecting what equipment to use and when,
hit target in least number of turns.
Question: When did you attack the target and when did
you plan for the next shot?
Modification: Rules, opposition now selects which piece of
equipment you use.

Activity 3: Modified Kubb – teams of 2 per playing area.

Students must knock down opposition pins, throwing any
 of their knocked down pins onto opponent’s side, which
they then have to knock down as well.
Question: When should you throw field kubbs short or
long?
Modification: Change number of targets, from 5 to 10.

Conclusion Question: When should you apply the tactics

learnt?

6 • influences on skill • participate in Lesson 6 tactical solution: Skill execution and practice Teacher Observation: - Suitable
development and movement Introduce team work: How important is being able to - Observe students outdoor playing
performance activities that execute the skill? perform activities area
demonstrate and - Students answers
– applying skills reinforce the Warm up: Beat the buzzer – In groups of 4 per playing - Basket balls
and involvement in
across contexts transfer of skills area. Student line up and shot a basketball, if the person
discussion questions - Basketball
– predictable and across different behind you gets it in before you, you are out.
dynamic
hoops
movement Question: Why is getting the first shot important? Peer assessment
environments Modification: Rules, students get a point for beating - Discussions with - Bocce balls
contexts
– importance of someone rather then that person leaving the game. team members
practice - Soccer balls
regarding tactics and
– safety - Markers
Activity 1: Defend the goal – teams of 2 per playing area. strategies
Students must stop the opposition from kicking there - Hoops
soccer ball through the goal area. Student self-
Question: What happened if you did not execute the tactic reflection - Hockey stick
properly? - Answer questions on and balls
Modification: Change the target, from a goal area to a student blog relating
soccer ball to conclusion
questions.
Activity 2: Hillside bocce – teams of 2 in playing area.
Students throw a bocce ball underhand into a hoop on a
downhill playing area.
Question: How does executing the tactic improve your
results?
 Modification: Number of shots, students get 4 consecutive
turns rather than alternating each turn.

Activity 3: Golf points for execution – teams of 2 in playing

area. Teams get points for finishing hockey ball in area
designated as best place to land the ball along golf course.
Question: Why is executing each shot important?
Modification: Point scoring; now also lose 1 point for not
getting ball in designated area.

Conclusion Question: How does correct execution of skill

advance you chances of winning?
How can you improve your skill execution?
7 • contexts for • demonstrate Lesson 7 tactical solution: Game performance Teacher Observation: - Suitable indoor
specialised movement skills Introduce game performance: How effectively can you - Observe students playing area
movement skills through a range of apply and perform these tactics and skills in a game? perform activities
– game experiences - Basket balls
- Students answers
including: Warm up: Shot percentage – groups of 4 per playing area. and involvement in - Basketball
– games from Students take turns shooting basketball into the basketball discussion questions hoops
categories such as ring, recording shots made and shots missed. - Bean bags
Peer assessment
target games Question: What was your shot percentage?
- Discussions with - Markers
Modification: Equipment, change from basketball to tennis
Week 4

team members
ball. - Hoops
regarding tactics and
strategies - Soccer balls
Activity 1: Bean bag curling – Groups of 4, 2 play 2 assess.
- Partner assessment
Using a marking criteria student’s analyses partners game - Marking criteria
based on criteria
performance then report results.
Questions: How did your partner perform?
Student self-
Modification: Student centered, students design a marking
reflection
criteria
- Answer questions on
student blog relating
Activity 2: Repeat activity 1 - Students switch roles
to conclusion
between player and assessor.
 questions.
Activity 3: Croquet – Groups of 4. Students must kick
soccer ball through all goals before opponents.
Question: What were your strengths? What can you
improve on?
Modification: Playing area, smaller size.

Conclusion Question: How did you perform based on the

criteria?
How can you improve on this performance?
8 • influences on skill • participate in Lesson 8: Develop game Teacher Observation: - Suitable indoor
development and movement In designated groups students have this lesson to work on - Observe students or outdoor
performance activities that their assessment task of developing a target game which perform activities playing area
demonstrate and encourages the use of at least 2 tactical skills. - Students answers
– applying skills reinforce the - Variety of
Students can ask teacher for assistance. and involvement in
across contexts transfer of skills different
If students finish early they then assess and assist other discussion questions
– predictable and across different equipment
dynamic movement groups by providing them with strengths and weakness of
Peer assessment
environments contexts their games.
- Discussions with
– importance of team members
practice
regarding tactics and
– safety
strategies
9 Moving • determine the Lesson 9: Assessment presentation Summative - Suitable indoor
purpose of Students present their games based on the assessment Assessment or outdoor
movement, and description. - Assess students playing area
their personal Students then all play the game and fill out work sheets game and
needs and - Variety of
Week 5

provided relating to each game. presentation based on

interests different
marking criteria
equipment
• adapt and
dependent on
combine Peer assessment
students game
movements - Answer questions on
needs
according to work sheet
purpose
 • communicate
and collaborate to
achieve group
goals in movement
settings
10 Problem-solving • anticipate, Lesson 10: Assessment presentation Summative - Suitable indoor
identify, clarify and Students present their games based on the assessment Assessment or outdoor
frame problems description. - Assess students playing area
• adapt or develop Students then all play the game and fill out work sheets game and
- Variety of
strategies to provided relating to each game. presentation based on
different
address problems marking criteria
equipment
• justify the choice dependent on
of strategies Peer assessment
students game
- Answer questions on
• apply strategies needs
work sheet
• evaluate the
process and
outcome.
Summative Assessment Description: Outcomes Assessed:

Student designed game Knowledge and Understanding Outcomes

- Strand 2: Movement Skill and Performance: Outcome
Task: In groups of 4 students must design their own target game which encourages the 4.4 A student demonstrates and refines movement
use of at least 2 tactical skills learnt throughout the unit. skills in a range of contexts and environments

Students must: Skill Outcomes

- Design their own target game - Moving: 4.14 engages successfully in a wide range of
- Design and submit a rule book based on their target game movement situations that displays an understanding
of how and why people move
- Submit a justification explaining; how the game rules encourage the use of at least
two tactical skills, how and when the tactical skills outlined can be used in order to - Problem Solving: 4.16 clarifies the source and nature
of problems and draws on personal skills and support
provide and advantage over your opponent
networks to resolve them
- Present game with rule book to class
- Assist and coach with tactical decisions whilst class members are playing your
game

Participating students must:

- Complete a google doc (using link below) after each game explaining; what they
liked about the game, how the game could be improved, and one strategy they
used during the game and why they used that strategy.

- https://docs.google.com/document/d/e/2PACX-
1vShR7JqRl9ARbHSoNStt3_OfT00xyXd3w8J4_wNfBQoGn0G_UkTC1d7HHBSvzBqVz
Thr-IUTVs8LBUb/pub
Evaluation of Teaching and Learning:

Evaluation of teaching and learning will be assessed in a number of ways which include:

Teacher observation: During the unit the teacher will gather information relating to: the engagement level of students based on each activity, how well the
students understand the content based on answers during questioning, how efficiently the activity ran.

Summative assessment results: The results of student’s assessment tasks will allow the teacher to judge how effective the unit was at teaching the learning
outcomes of the syllabus, as well as identify potential areas that could be improved.

Student blog: The answers provided by students within their blog will allow the teacher to gain an understanding of how effective each lesson was, allowing
the teacher a greater insight into the effectiveness of each activity.

References:

Board of Studies New South Wales. (2003). Personal Development, Health and Physical Education Years 7–10 Syllabus. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdhpe.html
CIRA Ontario. (2017). SportsEngine. Retrieved from http://www.ciraontario.com/tgfu

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical education: A tactical games approach. Human Kinetics, PO Box
5076, Champaign, IL 61825-5076 (ISBN: 0-7360-3851-5, $23).

Ophea. (2014). PlaySport. Retrieved from http://www.playsport.net/skill/target-games

 Peer Assessment Marking Criteria

Student Name:

Students place a mark in either successful or unsuccessful after observing their partners shot. Only
place a mark in the area if it corresponds to the current game situation.
For example if they take the 1st shot of they cannot knock away an opponent’s bean bag, therefore
you do not use that row for this turn.

Result of shot Successful Unsuccessful

Closest to the target

Knocked opponent away

Placed a guard

Bumped up team bean bag

Comment on performance:

Student Name:

Students place a mark in either successful or unsuccessful after observing their partners shot. Only
place a mark in the area if it corresponds to the current game situation.
For example if they take the 1st shot of they cannot knock away an opponent’s bean bag, therefore
you do not use that row for this turn.

Result of shot Successful Unsuccessful

Closest to the target

Knocked opponent away

Placed a guard

Bumped up team bean bag

Comment on performance:
 Golf course scaled version

Students must mark out the best way to approach each shot. Drawing where they plan to hit to, and then continuing on from that spot.

Once students have completed task they then must perform their approach on the scaled version on the field.
 Bocce Photos

Students must download these photos and then recreate the picture in the photo. Students then discuss the tactics and strategies they will use in this
situation and then they go and play performing their tactics and strategies they have outlined.
 Games Sense Justification

The unit plan created has been designed to teach stage four students the games category of target

games, using a game sense approach. A game sense approach to teaching sports varies from

previous methods used in schools. Therefore, the aim of this report is to explain the reasoning for

the shift from previous methods as well as to provide analysis against the NSW Education Standards

Authority PDHPE Year 7-10 Syllabus (PDHPE Syllabus) and the NSW Quality Teaching Framework

(QTF). This will provide insight into why a game sense pedagogical approach has been adopted for

this unit plan.

Recently, there has been an increase in research recommending a shift from previous method of

teaching sport towards a more game centred approach (Hopper, Butler & Storey, 2009). Previous

methods of teaching sports, which focused on teaching specific sports skills (such as dribbling a

basketball), have been found to lead to poor transfer of specific skills by students when playing an

actual game. This has been attributed to students having limited knowledge of when, how and

where to use these skills (Werner & Almond, 1990). Hopper, Butler and Storey (2009) also

highlighted that skill based teaching increases the likelihood of student disengagement. Students

that struggle to perform the skill may get left behind, leading to the formation of negative opinions

of their own ability to play sports and disengagement from the lesson and potentially physical

activity altogether. This disengagement with sport and physical activity during adolescents has been

found to have a negative effect on student’s activity levels throughout their later life, which can in

turn increase the chances of future related health concerns (Telama, Yang, Laakso & Viikari, 1997).

The limitations of previous teaching methods have paved the way for the inclusion of different types

of pedagogical approaches which teach movement and physical activity through the use of games.

Pedagogical approaches that teach through the use of a game such as game sense, have been found

to be far more beneficial to students when compared to the previous skill based methods afore

mentioned (Hopper, Butler & Storey, 2009). A game sense pedagogical approach focuses on
addressing the limitations of previous teaching methods by; engaging all students through the use of

small sided games and modifications, teaching and guiding students towards effective tactical

decision making through the use of questioning and game design (Pearson, Webb, & Mckeen, 2006).

When selecting a pedagogical approach for a lesson or unit plan it is essential that the approach is

able to achieve the aims and outcomes outlined within PDHPE Syllabus. The PDHPE Syllabus states

one of its central aims is to advocate lifelong physical activity to all students, therefore any

pedagogical approach used must include and engage all students (Board of Studies New South

Wales, 2003). Current research states that through using a game sense teaching approach students

reported the lessons as being more enjoyable then previous skill based lesson, which was also

supported by reports of greater student engagement within the lessons (Griffin & Patton, 2005).

Mandigo Butler and Hooper (2007) state that this positive student engagement towards physical

activity during adolescents greatly increased the chances of those students continuing this

engagement and participation of physical activity into the future, helping to achieve the aim of

advocating lifelong physical activity.

Another area where the PDHPE Syllabus guides us towards using a game sense pedagogical

approach is through its major objectives relating to physical activity and sports. One of the foremost

objectives of the PDHPE Syllabus, relating to physical activity, requires students to learn to move

with confidence and competence (Board of Studies New South Wales, 2003). Incorporating the game

sense approach, through the use of modified games, students not only learn important sports skills

and tactics, they also gain an understanding of how and when to use these skills and tactics in a

game situation (Pearson, Webb, & Mckeen, 2006). This greater knowledge and understanding

towards sports and games has been found to increase student’s self-assurance and ability to

compete when participating in a range of different sports and physical activities (Mandigo, Butler &

Hooper, 2007; Rink, French, & Graham, 1996). This can help to achieve the syllabus aim of

advocating lifelong physical activity as students with confidence and understanding of games are
more likely to participate in competitive or recreational activities when compared to a student with

low confidence or understanding of games.

When designing a unit or lesson plan it is also important that the pedagogical approach used is able

to fulfil the elements outlined within the QTF. Game sense approach to teaching physical activity is

capable of addressing all three key elements of the QTF, which include: intellectual quality, quality

learning environment and significance (New South Wales Department of Education and Training,

2003). Intellectual quality is achieved through a focus on minimal outcomes and movements each

lesson, allowing for a deeper understanding of what is being taught, along with the use of

questioning and modification of games. The use of open ended questions and modifying of games

guides students towards a greater knowledge and understanding of the tactics and strategies

required in various games (Pearson, Webb, & Mckeen, 2006). This deeper knowledge and

understanding in turn increases the student’s ability to solve and deal with a wide range of different

problematic and challenging sporting environments (Light, Curry & Mooney, 2014).

Game sense teaching uses student direction, team based games and again modifications in order to

address the QTF element quality learning. Allowing students to have an input towards areas of the

activity increases their ownership of the task, which in turn increases their engagement. By using

team based games, students are encouraged to collaborate with and support fellow class members

leading to a positive environment for all students. The modification of games can be utilised in order

to provide a challenging yet achievable goal, for all students regardless of ability (Light, Curry &

Mooney, 2014).

The QTF element significance is addressed by game sense teaching through the use of game

categories, team work and the incorporation of cultural games. By categorising games, game sense

provides students with an understanding of how their knowledge and understanding from past

games can be transferred across to assist them in solving problems during future activities. Solving

problems through team work during game sense activities highlights the effectiveness of
collaborating with others in order to achieve a collective goal, which is a skill that can be applied to

other areas of the student’s life (Light, Curry & Mooney, 2014). The incorporation of cultural games

can also be included within a game sense approach providing students with an understanding of

where current sports have evolved from along with what these sports mean to other cultures.

In conclusion the use of the game sense pedagogical approach within the unit plan has been

effectively justified, as not only does it successfully address the short comings of previous teach

methods, it also manages to achieve the required aims and outcomes of the PDHPE syllabus and the

elements of the QTF.

 References

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