With this presentation you will learn about Game Sense Approach

1. Khulood Butrus 18288201

2. • The games sense approach is a method of teaching that
utilizes to develop tactical and strategic thinking and
understanding (Light, 2013)
• The game sense approach is a student-centred approach
which focuses on a game rather than on technique or practice
and drill (Phill,2016)
• The game sense approach enhance children's development
and understanding of fundamental movement skills which
are basically the building blocks for movement.

3. • The game sense approach is also known as “TGFU” Teaching
Games for Understanding.
• The game sense approach is a variation of TGFU which was based
of Bunker and Thorpe model.
• The game sense approach help children to gain different skills
such as decision making, problem solving, self-expressing, tactics
and moving (Callcott, Miller, & Wilson-Gahan, 2015)

4.  Static
 Vertical jump
 Sprint run
 Catch
 Hop
 Leap
 Side gallop
 Kick
 Skip
 Two hand strike
 Overarm throw
 Dodge
Fundamental movement skills are
the skills which children need to
participate successfully in all types of
physical activity, games and sports
Fundamental movement skills enhance
students’ overall health and development
( DEC, NSW, 2014)

5. There are four different categories in the game sense approach. These include:
 Invasion games e.g. soccer, netball, touch
 Target games e.g. archery, bowls, golf
 Court and net games e.g. Tennis, volleyball, badminton
 Striking and fielding games e.g. cricket, softball
(Mandigo, 2007)

6.  Students develop their understanding of sport and PE
 Students have fun while playing the games
 Students learn to develop leadership skills
 Through game sense students develop all PDHPE skills (
Decision making, Problem solving, communicating, Moving,
Interacting)
 Maximize students’ participation and engagement in the
learning experience.
 All students are included in the game regardless of their
ability level
 Students are able to develop their confidence and self-
esteem which has effects on students’ achievement.

7. (Board of Studies NSW, 2007)
The game sense approach links with the Stage 2 PDHPE syllabus. Utilising this
approach aid students to develop many of the skill outcomes in the syllabus. These
include:
 COS2.1 ( communication). Students learn to use a variety of ways to
communicate with and within groups.
 DMS2.2 (Decision making). Students learn to make decisions as an individual and
as a group member.
 INS2.3 (Interacting). Students are able to make positive contributions in group
activities.
 MOS2.4 (Moving). Students are able to display movement skills appropriate to
familiar or new situations.
 PSS2.5 (Problem solving). Students are able to use a range of problem-solving
strategies in an activity.
 GSS2.8 (Games and Sports Outcomes). Students are able to participate in a
variety of games and modified sports.

8.  Board of Studies, NSW. (2007). Personal development, health and physical education k-6:
syllabus. Sydney, Australia: Author.
 Callcott, Miller, & Wilson-Gahan, (2015). Health and physical education: Preparing educators for the
future (2nd ed.). University Press: Cambridge.
 Light, R. (2013). Game sense for physical education and sport coaching. In Game sense:
Pedagogy for performance, participation and enjoyment (pp.37-47). London, UK:
Routledge
 Mandigo, J., Butler, J., & Hopper, T. (2007). What is Teaching Games for Understanding? A
Canadian perspective. Physical and Education Health Journal, 73(2), 14-20.
 NSW Department of Education and Training. (2000). Get skilled: Get active: A k-6 resource to
support the teaching of fundamental movement skills. Ryde, Australia: Author.
 Pill, S. (2016). An appreciative inquiry exploring game sense teaching in education. Sport,
Education and Society, 21(2), 279-297