1. • Bunker and Thorpe’s model, Teaching Games for
Understanding has inspired the formation of the Game
Sense Approach (S. Pill)
• Game sense is a player centred approach with an
emphasis on developing skill, understanding and
decision making at the same time, through focusing on
the game instead of the technique (R. Light, 2006, pg.
8)
• The Game Sense approach instils a broad
understanding of the game instead of just teaching the
skills (S.Pill) which allows skills to be transferred to
competitive formal games (R.Light, 2006, pg13).
2. Game sense
• Light (2006) stated that within the Game Sense Approach there
are four categories of games - invasion, striking, net/wall games
and target games.
• An Example of the type of games that fit in these categories are:
Invasion – soccer
Striking,-cricket
Net/Wall- netball
Target- golf and archery
• Games played are modified to help develop understanding and
technique without needing to be proficient which allows for
greater inclusion (R.Light, 2006,pg 14 &16)
3. Discussion and benefits
Overall game sense is a great approach to use for teaching physical
education in schools because:
• It ensures all students are included regardless of their skill and
development level.
• It allows for more engagement as activities are made fun and can
be simplified or extended if needed.
• It provides a learner centred approach which allows the students to
be more actively involved in the structure of the game and puts the
participants needs first
• It teaches games that have common elements and ideas which can
be transferred within each category
• Allows children to further develop problem solving skills and gain
confidence
• Allows children to develop appreciation of the game
4. As a teacher, employing the game sense approach is essential
as small modified games provide opportunities for all skill
levels to learn the components of a game.
The teacher guides students in their activities and learning
instead of providing set instructions. By questioning students
about skill and movement, time, space , tactics and risk during
and after the game it allows the student to evaluate and
enhance their decision making.
Game sense allows time for learning while developing skills,
decision making and tactics. Game Sense also allows for
inclusion of all students regardless of skill in a fun learning
environment which increases students confidence and
participation. Students further develop their social skills by
communicating and cooperating to play effectively with each
other.
5. How does game Sense link to the
Syllabus?
The game sense approach can be linked to the PDHPE K-6
syllabus which was constructed by the Board of Studies.
• V5 willingly participates in regular physical activity
• GSS2.8 Participates and uses equipment in a variety of games and modified
sports. – demonstrates fun ways of practicing skills and demonstrates a range of
skills, practices and modified games.
• DMS2.2 Makes decisions as an individual and as a group member – considers
strengths and limitations of all participants and chooses activities enjoyed by all.
• MOS2.4 Displays a focus on quality of movement in applying movement skills to
a variety of familiar and new situations.- kicks and strikes proficiently for distance
and throws overarm with competency.
• ALS2.6 Discusses the relationship between regular and varied physical activity
and health- participates in regular PA and discusses progress, identifies factors that
influence participation in physical activity.
6. References
• Light, R. (2006).Game Sense: Innovation or just good
coaching?. Journal of physical education New Zealand, 39, 8-21.
• Personal development and physical education k-6 syllabus. (2007).
Board of Studies, 1- 60.
• Pill, S. Teaching games for understanding. Australian Council
for Health, Physical Education and Recreation. Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes
/teaching_games_for_understanding
