3. Game Sense is the teaching of skills through games. Game Sense
requires the modification of the actual game in order to provide
opportunities for students to “work collaboratively on developing
strategies, tactics and appropriate technique” (Light, 2006). Game
sense allows students to understand the context for the skill they are
learning by focusing “on the game not the technique” (Light, 2004).
Game Sense is different from a traditional technique-focus approach
as it employs questioning, problem solving, flexible skills and decision
making.This makes it a distinctive approach that “emphasises the
development of skill, understanding and decision-making ability as
occurring at the same time” (Light, 2006)
4. Game Sense doesn’t disregard the role of ’coach’ but rather alters it so
that the coach becomes a facilitator. A ’coach’ who is employing Game
Sense in teaching a sport will cultivate an environment where players
learn and are challenged to “meet the demands of the game”, and are
guided “through appropriate questioning” (Light, 2006) rather than
simply being told what to do.This empowers players to development
physical and mental skills in relation to the sport they are learning.
Furthermore Game Sense incorporates balance, locomotor and ball
skills which are all fundamental movement skills and are important to
the physical and mental development of children.
Therefore the Game Sense approach allows for sport to be “relevant
and rewarding for children and young people” (Light, 2006).
6. Teaching skills through game sense allows for effective and engaging
teaching. In my teaching of sport I believe that students learn best
when a Game Sense approach is used. By adopting the role of a
facilitator I am allowing my students to develop the necessary mental
and physical skills that are required for the specific sport I am teaching.
Furthermore by adopting a Game Sense approach I am providing my
students the opportunity to enjoy and succeed in physical education.
By using this innovative approach I am also getting the best result
from my students.This is because a Game Sense approach allows for
my students to learn how to independently complete the skills
required for the specific sport, which reflects actual game situations in
a way that technique-focused approaches do not offer.
7. Therefore the main strength of employing Game Sense as a teaching
approach for physical education is that children are learning how to
use well-rounded learnt skills in real-life sport situations.This is evident
in the way Game Sense allows for the physical learning of the skill in
situations where the children are also required to make decisions, solve
problems and strategically employ the fundamental movement skills.
However, as noted in relevant literature concerning Game Sense, it is
important for the ‘coach’ to know when a technical approach is best to
develop a skill that is not being learnt through Game Sense.
Ultimately, in employing Game Sense, it is important to be observant
and reflective in facilitating the learning and development of skills
through the games that are played.
9. The teaching of physical education through Game Sense links with
many areas of the NSW Board of Studies Personal Development, Health
and Physical Education K-6 Syllabus (2007). Using a Game Sense
approach in teaching allows for the PDHPE essential skills of moving,
problem-solving, decision making, communicating and interacting to
be used and developed in physical education. In terms of the strands
outlined in the syllabus a Game Sense approach explicitly links to the
strand ‘Games and Sports’. Conclusively, using a Game Sense approach
allows for students to be encouraged in their physical development
and supported in acquiring and applying the fundamental movement
skills they learn, which supports the PDHPE rationale outlined in the
syllabus (NSW Board of Studies, 2007)
10. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical
Education K-6 Syllabus. Sydney: Board of Studies
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and
challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
http://dx.doi.org/10.1080/1740898042000294949
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of
Physical Education New Zealand, 39(1), 8-19,3. Retrieved from
https://search.proquest.com/docview/211172960?accountid=36155
