The method recommended for teaching decision-making skills required for playing a sport well is the

Fun and active games to develop children's skills, confidence and lifelong interest in sport

• engages children in minor and modified game strategies and concepts where there are opportunities to develop both skills and an understanding of the tactics of the game.
• encourages simple modifications (easier or harder) to accommodate varying ability levels and therefore maximises inclusion and challenge.
• modifies game rules, the playing area or the equipment for the purpose of highlighting aspects of the game such as attackers sending a ball beyond the reach of opponents or ‘forcing’ a striker to hit a ball with a bat into a defined region.
• promotes the development of ‘thinking players’.

• Fun
• Playing
• Decision making and problem solving
• Communicating and collaborating
• Inclusion and challenge

Teaching using a game sense approach

Game sense uses a student-centred approach to teaching. Here you will find some tips on how to use a student-centred approach during your lessons.

Lesson plans

If the lesson is well constructed you won’t hear ‘When can we play the game?’ That’s because students will have a chance to get into the game related activities early and often. Playing for Life emphasises:

• games before drills & skills
• high-activity levels that are disguised within fun and challenging activities
• the CHANGE IT approach to modifying the activity for inclusion, challenge and skill development.

Correcting

• Use student role models, individuals and smaller groups to highlight either tactical aspects or technique.
• ‘Let the kids play’ before intervening with ‘coaching tips’.
• Once an activity is in play, take individuals or small groups who may need some specific guidance
• (discrete coaching) to one side.
• Observe, observe, observe… avoid over-coaching.

Questions/challenges

• Use questions often – the Playing for Life cards include many ‘Ask the player’ prompts.
• Remember questions/challenges can substitute for ‘telling’.
• Questions can also prompt students to come up with modifications to ‘include all’.

Feedback

• Keep to small doses and be specific. ‘Keep your arm straight’ is better than a negative statement.
• ‘That was good because’… is better than a ‘feel good’ statement like ‘great shot’.
• ‘Sandwich’ a correction in between some positive feedback.

Lesson management

Effective class management has a big impact on starting activities, forming groups, activity levels, safety, setting new tasks, including all and your ability to maintain an engaging lesson.

• Lesson plans guide the flow of your lesson.
• Continually review, modify and experiment.
• Rehearse in your mind things like:
  • starting an activity
  • transitions
  • forming students into groups
  • finish up.

Cards Return to Set Details

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