‘Game Sense’, a variation of the ‘Teaching Games for Understanding’ model, is the approach I will be using to structure and develop 3S’s PE lessons.

1. ‘Game Sense’, a variation of the ‘Teaching
Games for Understanding’ model, is the
approach I will be using to structure and
develop 3S’ PE lessons. This is a short
presentation on what Game Sense is, why
I’m using it, and its strengths as a teaching
approach.
Amy Somerville 17683249

2. It was developed by Rod Thorpe from
Bunker and Thorpe’s original ‘Teaching
Games for Understanding’ model
Has been commonly used in Australia’s
since 1996
Has been referred to as “Games for
Understanding” (Bunker & Thorpe, as
cited in Pill, 2013), “Play Practice”
(Launder, as cited in Pearson, Towns,
Rowland, & Webb, 2004), and “Games
Concept Approach (Light, as cited in
Pearson et all., 2004)
Amy Somerville 17683249

3. The Game Sense approach focuses on children
developing the necessary skills for adequate
participation in sports and games whilst playing
sports and games.
It puts children in a play situation “where strategic
and tactical problems are posed”, which gives
children the opportunity to develop “problem
solving, tactical and decision making skills” in
regards to the game being played (Pearson et all.,
2004) .
It does not involve any training outside of game play,
but rather takes place predominantly during and
after play.
Amy Somerville 17683249

4. This “realistic context” allows for more appropriate,
realistic learning, and makes for an enjoyable
experience.
It also often provides more meaningful and memorable
moments to recall and learn from later.
It encourages development of “smart players” and not
just “skilled players” in the way that it teaches
understanding of how a game is played, and also why
it is played that way (Truong, 2014).
The skills necessary for a quality performer are learnt
and continuously built on if the approach is
continued, and the performer is learning first hand
how to complete skills, develop strategies, and make
decisions in actual game time and space.
Amy Somerville 17683249

5. The strengths of using Game Sense are:
Learning takes place during a game, not
training
It has a “learner centred approach” that
focuses on the needs of the participant rather
than the game (Butler, Hopper, & Mandigo,
2007)
Uses guided questioning over instruction
Learners are learning in a realistic setting and
from a realistic experience, not like in
training, a manufactured setting
Amy Somerville 17683249

6. Learners are able to watch and learn from
other players
Learners are exposed to different levels of
skilled players during play
Learners can receive immediate and delayed
feedback from coaches/teachers/other
players
In a game, learners are allowed more
chances to participate and carry out a skill
compared to in training
Amy Somerville 17683249

7. My rationale for using Game Sense during our PE lessons
is that it provides a better experience overall for the
students, in terms of learning and fun levels. My
belief is that if the skills, whether they be physical or
mental, are learnt during the actual game, a more
skilled, appropriate performer is made in a more
enjoyable, realistic setting than compared to training
or practice sessions.
Depending on the activity, subject matter in the strands
Games and Sports, Interpersonal Relationships, and
Safe Living are covered, such as locomotor and non
locomotor skills, Communcation, and School and Play
Safety, which are essential learning in the PDHPE
syllabus for all students in Stage 2, year 3 (Board of
Studies, 2007, p. 43).
Amy Somerville 17683249

8. Board of Studies NSW. (2007). Personal development, health and physical
education (PDHPE) Years K-6 syllabus. Board of Studies.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary
schools. Bulletin of Physical Education, 18(1), 5-8.
Butler, J., Hopper, T., & Mandigo, J. (2007). What is Teaching Games for
Understanding? A Canadian perspective.
Launder, G. (2001). Play practice: The games approach to teaching and coaching
sports. Illinois: Human Kinetics.
Light, R. (2003). The joy of learning: Emotion and learning in games through TGfU.
Journal of Physical Education New Zealand, 36(1), 93-99.
Pearson, P., Towns, J., Rowland, G., & Webb, P. (2004). Game sense online –
Utilising the web for the professional development of Physical and Health
Education Teachers. University of Woollongong.
Pill, S. (2013). Teaching games for understanding. Australian Council for Health,
Physical Education and Recreation, 29(2)
Truong, S. (2014). Children’s movement and FMS. University of Western Sydney.
Amy Somerville 17683249