Game Theory Approach

Parents Guide

Shelby McCaw - 18664502

Game Sense Theory Defined

 Game sense is a game centered approach that situates learning within game play.
The goal is to connect the learners and their skills to the demand of the game.
Through this approach learners interact with individuals, their environment and
the task at hand (Miller, et al, 2016).

 Game theory uses a constructivists approach, where students bring their own
knowledge to the concept and as learners, they are actively involved in a process
of meaning and knowledge construction as opposed to passively receiving
information in traditional approaches.
Game Sense Theory Defined Continued…

 The positive practices experienced through game sense is highlighted

through collective process that game sense promotes. Through this approach

students develop tactics and technique as well as social skills. The teacher

facilitates the learning environment through questioning techniques, where

students reflect and make decisions for themselves using their own

cognitive development (Light, 2012).

Rationale
(Why we are employing game sense in our PE
lessons)
 Game sense takes positive action to protect and enhance students own and
others’ health, safety and wellbeing in varied and changing contexts.

 Game sense provides students with the opportunity to enhance and develop
resilience and connectedness and learn to interact respectfully with others.

 Through a game sense PE approach students develop self-management,

interpersonal and movement skills to help them become empowered, self-
confident and socially responsible citizens.

(NSW Education Standards Authority, 2018)

Strengths of Game Sense Theory

 Promotes maximum participation

 Promotes long term learning

 Caters for all ability levels

 Encourages child's understanding of the need for rules

 High activity and motivational levels

References:

Light, R. (2012). Game Sense For Physical Education and Sport Coaching. In Game
sense: pedagogy for performance, participation and enjoyment (pp.37-47). Retrieved
from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=981715&ppg=54

Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D.
(2016). Can physical education and physical activity outcomes be developed
simultaneously using a game-centred approach? European Physical Education Review,
22(1), 113-133. DOI: 10.1177/1356336X15594548

NSW Education Standards Authority [NESA]. (2018). NSW Syllabus for the Australian
Curriculum: Personal Development, Health and Physical Education K-10 Syllabus (Rev.
ed.). Sydney, Australia.