2. What is game sense?
o FACT: Game sense can also be referred to as Bunker and
Thorpe’s Teaching Games For Understanding (TGfU) model (Pill,
n.d.).
o Game sense approach is opposite to the traditional
approach to teaching PE
o Game sense approach is student centred.
o The purpose of the approach is to develop students
learning on games and skills.
o Game sense focuses on the cognitive aspects of
games. This involves pausing the game to explain or
demonstrate skill. In doing so students are learning as
they play.
3. What is game sense? (Cont’d)
•Furthermore the game sense approach consists
of modified games which develop
fundamental movement skills along will
cognitive skills. Therefore students are
constantly being challenged to develop their
skills to their full potential. (Mandigo etal., 2007)
•This further challenges students physically but
also mentally in order to devise the best
solutions .
4. Game sense
model
1) Game form
2) Game
appreciation
3) Tactical awareness
4) Making decisions
5) Skill execution
6) Performance
(Mandigo, et al., 2007)
technique
Game
Sense
skill
Tactical
understanding
Decision
making
5. Game Sense Categories
oTarget: Golf, curling,
archery and darts
oStriking: Basketball,
cricket and softball
oNet and wall:
Volleyball,
badminton and
squash
oInvasion: Hockey,
soccer, football,
rugby.
(Light, 2006)
6. Why is game sense important?
“Meaningful learning occurs
through immediate reflection
upon overt experience” ( Light,
2006, p.9)
(Light, 2006, p.174)
• Fundamental movement
patterns and coordinated
actions of the body: Children
are taught fundamental
movement skills (FMS) and
further encouraged to
practice these skills.
• Skill that enable action for
better health and movement
outcomes: Students
development of
communication, interaction
and decision making further
develops the performance,
self-esteem and overall health
of students.
(Board of Studies New South
Wales, 2007)
7. Strengths as a teaching approach
• Game sense approach promotes inclusive learning
• It increase the motivation of students learning new fundamental
movement skills.
• Students develop an understanding of how and when to use the
skills which the have learnt
• When using the game sense approach, games are constructed in a
progressive process which are suitable for students of all skill levels.
• Overall Students gain a new appreciation of the game while
learning tactical awareness and decision making during the
duration of the game unlike the traditional approach.
8. Reference list
o Board of Studies, New South Wales. (2007). Personal development, health and physical
education K-6: Syllabus. Retrieved from:
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
o Light, R., (2006). Game Sense: Innovation or just good coaching? Journal of Physical
Education New Zealand, 39(1), 8-19.
o Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding?
A Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.
o Pill, S., (n.d.). Teaching games for understanding. Australian Sports Commission.
Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_f
or_understanding
