Game Sense Approach Description and Strengths

1. GAME SENSE APPROACH
T H E S T R E N G T H S O F T H I S A P P R O A C H F O R YO U R
C H I L D R E N ’ S P E C L A S S E S

2. ALL ABOUT THE GAME SENSE
APPROACH
• This game sense approach is based on the assumption
that there are certain rules and aspects of games that are
the same
• Teaching students about these principles will allow the
students to be able to perform in the game with a better
understanding (NSW Department of Education and
Communities, 2011)

3. ALL ABOUT THE GAME SENSE
APPROACH
• Basically, the game sense approach focuses on the
games rather than the technique and skills practice, and
is an approach that is student centred.
• This approach enables the students to develop decisions
and strategically think about the concepts of the games.
At the same time, the children are able to develop
movement skills within a “realistic environment” whilst
also having fun (Brookes, 2012)
• This process of skill development continues with new
modifications to games, so new skills and understanding
are developed (Parry, n.d.)

4. FOUR AREAS OF TEAM GAMES
• There are four categories of teams game in the game
sense approach:
• Invasion games (Netball, soccer, oz tag, touch, basketball)
• Target games (Ten pin bowling, archery, golf)
• Net and wall games (Tennis, volleyball, badminton, squash)
• Striking and fielding games (Cricket, baseball, softball)
(Parry, n.d.)

5. GAME SENSE APPROACH
• The four areas of team games is based on the:
• Physical characteristics- The shape and size
of the court or field that the games are played
on.
• Fundamental skills- Movement skills such as
walking, running, balancing, catching,
throwing, striking, dribbling etc.
• Tactical problems- Refers to the aim and rules
that are found in each category of all games.
(Parry, n.d.)

6. STRENGTHS OF THIS TEACHING
APPROACH
• The Personal Development, Health and Physical
Education K-6 syllabus has an aim of developing in
every the student “the knowledge and understanding
skills and values and attitudes needed to lead healthy,
active and fulfilling lives” (Parry, n.d.)
• The strength of the game sense approach is that it
focuses and achieves this aim, whilst allowing the
children to play games and have fun

7. WHY THE GAME SENSE APPROACH?
• This approach enhances cognitive thinking where it is
developed through questioning and discussion of the
strategies and tactics that are used (Light, 2006)
• Cognitive thinking is used through the critical thinking
and movement of the body during the games
• Assists in developing fundamental skills in a realistic
game environment (Brookes, 2012)

8. REFERENCES
Brookes, L. (2012). How the game sense approach in physical
education can develop cognitive thinking. Somerville House.
Retrieved from
http://www.somerville.qld.edu.au/sites/default/files/How%20the
%20Game%20Sense%20Approach%20in%20Physical%20Edu
cation%20can%20Develop%20Congnitive%20Thinking_Leanne
%20Brookes_0.pdf
Kids [Image]. Retrieved October 7, 2014, from
http://pixabay.com/p-32230/?no_redirect
Light, R. (2006). Game sense: Innovation or just good
coaching?. Journal of Physical Education New Zealand, 39(1),
8-19
NSW Department of Education and Communities (2011). Game
sense approach to practical lessons. PDHPE. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/
pdhpe/assets/pdf/pa_002.pdf

9. REFERENCES
Parry, K. A. (n.d.). Game sense. ACHPER NSW. Retrieved
from
http://www.achpernsw.com.au/SiteMedia/w3svc970/Uploa
ds/Documents/ECT-
%20Games%20for%20Understanding%20Framework.pdf
Sports portal bar icon [Image] (January 10, 2013).
Retrieved October 7, 2014, from
http://commons.wikimedia.org/wiki/File:Sports_portal_bar_
icon.png