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Applying the Game Sense Model to Physical Literacy (PL)

This is an excerpt from Developing Game Sense in Physical Education and Sport by Ray Breed & Michael Spittle.

As noted in the last section, there are many PL frameworks, but they all support the same long-term outcome of participation in physical activity throughout the lifespan, which can be achieved with a combination of physical skill, knowledge and interpersonal skill development. Likewise, there are many tactical teaching and coaching approaches, but again, they all have similar short- and long-term outcomes. When comparing our game sense model with PL frameworks, it should be clear that many of the PL elements can be embedded in the learning outcomes when developing game sense units of work or curriculum or within a sport coaching season. This is summarised in figure 4.4. Chapter 5 also expands on developing outcomes for learners that will assist in their longer-term journey of PL.

Figure 4.4 Game sense principles and physical literacy.
Figure 4.4 Game sense principles and physical literacy.

Key Point

PL can be achieved with a combination of technical, tactical, social and behavioural, and affective skills, which teachers and coaches can embed as learning outcomes using game sense in physical education and sport.