Game Sense approach

2. Game Sense provides a ‘holistic
understanding’ of a game and tests the
players abilities to respond to changes in the
game (Farrow, 2010). Game Sense is used as
a learning tool to develop planned strategies
and tactics to engage in play (Light, 2013 &
Australian Sports Commission, 2017). Game
Sense has been implemented into our
classroom to help your children develop
their knowledge and skills in PE lessons.
Game Sense is another name for Teaching
Games for Understanding (TGfU) (Knijinik,
2017). Game Sense is a pedagogical approach
that allows students to develop a basic
understanding of a sport or game, that can then
be modified to their learning needs and
abilities. Game Sense allows for students to
develop an understanding of the game they are
playing rather than a major focus on techniques
(Light, 2013). Game Sense is a ‘student-centred
and inquiry-based approach’ to learning as the
teacher is an organiser, and takes a step back in
this approach by letting the students take
control (Teakel, 2011).

3. Developed by Bunker & Thorpe 1982 The Game Sense Model developed by
Bunker and Thorpe (1982), this model
is used to develop a game that uses
the Game Sense approach. The
students firstly develop a basic
understanding of the game, and they
then develop strategies to apply to the
game, and are aware of strategies
other students are implementing- this
is considering as ‘reading the game’
(Kirk & MacPhail, 2002). Students then
slowly start to understand the ‘main
rules’ of the games they play and
tactics are built on the basis of
movement principles (Kirk & MacPhail,
2002). After this has occurred students
will start to engage in skill execution
and performance in game (Bunker &
Thorpe, 1982).

4. Game Sense encourages students to play a game with both individual and team efforts
involved. The modification of games allows for differentiation and development of
skills. It also allows the students to be constantly engaged and keeps it interesting to
continue consistent engagement. Game Sense allows students to develop their tactical
strategies, by developing their understanding of the game. Game Sense also allows
students to take charge of their learning, and ask questions, to problem solve
themselves through practice. Students are also able to develop their social skills and
communication skills as an individual unit, of a team. Through the use of Game Sense
the students will be able to develop their Fundamental Movement Skills (ACARA,
2017). Game Sense approach will be implemented into my class to promote the
growth and development of your children.

5. As the teacher of the students in 4S, I will be using the Game Sense Approach in our Physical
Education (PE) lessons. This approach will allow for my students to be engaged in many modified
games throughout the year. The Game Sense approach will be based around the 12 Fundamental
Movement Skills and this approach will allow the students to enhance their skills. Game Sense will
enable the students to engage with one another through PE, in a co-operative manner and will
further enhance and develop their social skills, which is vital to their social development. My students
will be encouraged to take on a student-centred approach to their learning, this allows the students
to have a responsibility for their own learning, creating independence. The students will also be
applying a inquiry-based approach to their learning, where they will engage in active learning and be
able to question their understanding and knowledge. I will apply the Game Sense model to the
students learning (Bunker & Thorpe, 1982), for a foundation to their learning. The students of 4S will
benefit from the Game Sense approach as they develop and grow as individuals and as a class.

6. Game Sense will include
modifications of games to suit the
abilities and needs of students
(Australian Sports Commission,
2017) – This allows for
differentiation within the
classroom during PE lessons,
meaning all students will be
included regardless of their levels
of ability.
Game Sense allows students to
REFLECT on their actions and then
further PROGRESS on their tactics
and skills, as well as knowledge of
the game (Pill, 2016; Australian
Sports Commission, 2017). This
allows the students to understand
what they are learning, and they
become active learners.
Promotes the development of players
who can read the game, and play as
thinkers. It also allows for the
development of problem-solving skills
(Australian Sports Commission, 2017;
Teakel, 2011 & Farrow, 2010). This will
become a lifelong skill for the students as
they apply it to other KLA’s.
Students are responsible for their
own learning and the teacher
becomes a facilitator rather than a
direction giver (O’Leary, 2016). The
teacher can also learn from the
students, as students take control of
their learning.
Students are able to develop their
Fundamental Movement Skills (FMS)
and ideas to modify games
(Australian Sports Commission,
2017). The development of FMS
allows students to apply this
knowledge to all games, and helps
with modification techniques.
Development of cooperative learning
skills, which will be helpful in all KLA’s
within the classroom and in the
student’s futures (O’Leary, 2016). Co-
operative learning is a beneficial
lifelong skill.

7. The Fundamental Movement Skills provide a foundation of
movement for students, they also are applied to a wide range of
physical activities. These Fundamental Movement Skills allow
students to build confidence and competence to further engage in
Physical Education (ACARA, 2017). These Fundamental Movement
Skills can be found in the PDHPE Syllabus (Board of Studies NSW,
2007). These movements are found in Games and Sports, Dance
and Gymnastics content (Board of Studies NSW, 2007).
Parents, you can help your
children develop Game
Sense approaches by
suggesting modifications at
home, when playing sports
or games in the backyard or
parks.
There are 12 fundamental movement skills that are
taught to ensure students create healthy habits to
engage students in physical activity for the rest of their
lives (NSW Department of Education and Training,
2000). You can found out more about these 12 skills at
the following resource:
https://www.healthykids.nsw.gov.au/downloads/file/te
acherschildcare/Get_skilled_get_active_booklet.pdf

8. Through the use of Game Sense students will
achieve the following in Stage 2:
GSS2.8
Participates and
uses equipment
in a variety of
games and
modified sports.
PSS2.5 Uses a
range of problem-
solving strategies.
MOS2.4 Displays a
focus on quality
movement in
applying movement
skills to a variety of
familiar and new
situations.
DMS2.2 Makes
decisions as an
individual and as
a group member.
Board of Studies NSW, 2007

9. Reference List
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Glossary: Fundamental Movement Skills. Retrieved 29th September 2017 from:
https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical -education/Glossary/?term=fundamental+movement+skills
Australian Sports Commission. (2017). Sporting Schools: Game Sense Approach. Retrieved 29th September 2017 from: https://sportingschools.gov.au/resources-and
-pd/schools/playing-for-life-resources/game-sense-approach
Board of Studies NSW (BOSTES), (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney, Australia: Board of Studies.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education, 10, pp. 9-16.
Farrow, D. (2010). Challenging Traditional Practice Approaches to AFL Kicking Skill Development. Retrieved 29th September 2017 from: http://aussiehockey.com.au/wp
-content/uploads/AFL-Kicking-Skill-Development-Report-2010.pdf
Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education,
21(2), pp. 177-192.
Knijinik, J., (2017) Game Sense Approach (Lecture Slides). Week 2.
Light, R. (2013). Game Sense: Pedagogy for Performance, Participation and Enjoyment. Routledge Studies in Physical Education and Youth Sport: USA.
NSW Department of Education and Training. (2000). Get Skilled Get Active: A K-6 resource to support the teaching of fundamental movement skills. Retrieved 29th
September 2017 from: https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for understanding. European Physical education Review, 22 (1), pp. 3-22.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, education and Society, 21(2), pp. 279-297.
Teakel, S. (2011). Game Sense: Training Players to Think! Retrieved 29th September 2017 from: http://websites.sportstg.com/get_file.cgi?id=1727032