Assessment2

1. Game Sense
Learning to play the GAME!

2. What is Game Sense?
 Fundamental Movement Skills developed through
“game-centred activities” (Mandigo, Butler, & Hopper, 2009, p. 1)
 Throwing, running, jumping, catching, etc.
The understanding of how to play games is KEY
 Fosters game play proficiency (Mandigo et al., 2009)
 Focus on strategic play across range of games
 Emphasis on tactics and decision making (Light,
2006)

3. Principles of Game Sense
 Questions foster deeper understanding and reflection
 Answers are discovered through effective prompting
 Skills directly related to playing a specific game
 Motivates refinement of skills (Light, 2006)
 Games can be modified to:
 reduce focus on technical skills
 encourage participation regardless of ability or skill
level (Light, 2006)
 For example, Capture the Flag can be modified to
include passing a ball between teammates to
incorporate locomotor and manipulative skills
Playing games is
more FUN!!

4. Net/Wall
Tennis
Volleyball
Squash
Target
Golf
Bowling
Bocce ball
Invasion
Soccer
Football
Capture the Flag
Striking
Cricket
Baseball
Softball
The Games of
Game Sense

5. Game Categories
 Games sorted by tactics/strategies required, necessary physical skills,
and settings/objects used (State of New South Wales through the Department of Education &
Communities. (1999-2001).
 Net/Wall games
 Target games
 Invasion games
 Striking/Fielding games
Players try to place an object into the
opposition’s area so that it cannot be returned.
Players attempt to hit an object with another
object to earn the highest score.
Teams/players attack an opponent’s goal/target
area to score.
Players hit an object in order to score runs while
fielders attempt to catch the hit object to save
runs.

6. Why do I use Game Sense with my students?
 Activities are more inclusive!
 Instruction is geared specifically for each student to participate and succeed
 Children enjoy games more than drills
 Less focus on mastering advanced skills (Tinning, McCuaig, & Hunter, 2006)
 Teacher-directed drills lack meaning
 Syllabus content taught within a game context is more meaningful for
students
 Technical skills are more relevant and rewarding during their rehearsal in specific
game scenarios
 i.e. A lob shot over the net in tennis makes more sense during game play
and reinforces the skill if the student scores a point

7. I choose Game Sense because:
I can’t wait to see
what we’re
playing in PDHPE
today!
 Games can be designed or modified to address all ability
levels as well as any students needing special
considerations/accommodations.
 Focuses on positive interactions among teams and
competitors.
 Increased understanding of general game play builds
confidence when attempting new games .
 confidence in avoiding defenders, throwing under
pressure, defending, getting open in space, etc.
 Combats bullying by reducing attention on individual
students unable to master technical skills.

8. I choose Game Sense because:
It realistically builds
interest in learning skills
Is
by beginning instruction
Games create
opportunities for skills and
understanding to progress
in varying contexts i.e.,
staying “goalside” of a
defender in soccer
progresses to “boxing
out” in basketball
It is a student-centred
approach
that engages
students
Games provide arena for
PDHPE Skills to be
integrated in conjunction
with PDHPE Strands i.e.-
throwing home when the
bases are loaded in
baseball uses
problem-solving and
decision-making skills
with game play
Students discover and
build meaning through
active questioning and
participation

9. References
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education
New Zealand, 39(1), 8-19,3.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian
perspective. Physical & Health Education Journal, 73(2), 14-20.
State of New South Wales through the Department of Education & Communities. (1999-2001).
Rethinking the teaching of games and sports [Website].Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical
_activity/games_002.htm
Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Teaching health and physical
education in Australian schools. Frenchs Forest, NSW: Pearson Education
Australia.