1. Game sense approach rationale
Why using game sense approach for
teaching primary PE classes?
Alda Barkho

2. Explanation of Game Sense Approach
• Game sense is a new approach to teaching physical activities.
• It is a sport-specific iteration of the teaching games for
understanding model (Pill, 2012).
• It is a systematic coaching approach based on the Teaching
Games for Understanding (TGfU) model (Light, 2006).
• It is an approach that places an emphasis on the play aspect
of sport (Brookes, 2012).
• Game sense approach focuses on the games rather than the
technique and skills practice.

3. Explanation of Game Sense Approach
• Game sense is a learner or student-centred approach, as it
puts the needs and abilities of participants over the
importance of the game (Mandigo et al., 2008).
• The purpose of game sense approach is to achieve tactical
and strategic skills, and to develop sport-specific motor skills
(Pill, 2012).
• Game Sense Approach rests upon the theory of the
constructivist pedagogy which states that students learn best
through experiences and social interactions (Light, 2004).

4. Four categories of formal games
There are four categories of games in the game sense approach:
1) Target games – Golf, Archery, Darts and Curling)
2) Striking or Fielding games – Baseball, Cricket, Softball and
Rounders.
3) Net and Wall games – Volleyball, Badminton, Squash and
Tennis.
4) Invasion or Territory games – Hockey, Soccer, Football and
Rugby.
(S. Truong, personal communication, October 12,
2014).

5. The rationale of Game sense on teaching
approach
• To put it simply, game sense approach is playing a
particular game followed by asking some questions about
that game.
• Game Sense Approach is a holistic model which focuses
on the individuals’ physical, social and intellectual skills.
• Games are stopped at regular intervals and participants
are challenged to reflect on their participation in order to
mature the play.

6. The rationale... Continued.
• The strength of game sense approach is that it focuses and
allows students to play games while having fun to lead to a
healthy, active and fulfilling lives.
• Game sense assists students to develop leadership and
planning skills.
• Social skills for instance verbal and non-verbal
communications are developed through the interactive nature
of game sense.
• Game sense aids students to develop other skills, like decision
making, problem solving and strategies to use in games.

7. Example of game sense
• The game bellow demonstrates how game sense approach is
used in games:
Pass the World map
• Students are divided into 2 even groups, where they stand in
front of each other in 2 parallel lines.
• The first player must choose a country, name it and give a brief
description.
• Then he/she passes the world map ball to the next player in
front of him/her and perform the same steps.
• Guidelines:
The movement of passing the ball is a zigzag motion, that is, a
player from the first line must pass the ball to another player
from the second line, however they must do it in order.

8. Example of game sense… Cont.
Examples of some key questions:
• What is the purpose of the game?
• What skills did you use?
• What are the advantages and disadvantages of the game?
• What some concepts you have learned throughout the game?
Syllabus content:
The purpose of game sense approach is to develop in each
student the knowledge and understanding, skills and values
and attitudes needed to lead to healthy, active and fulfilling
lives.

9. References
• Brookes, L. (2012). How the game sense approach in physical education can
develop cognitive thinking. [Online] Sornerville House. Retrieved from
http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game%
20Sense%20Approach%20in%20Physical%20Education%20can%20Develop%2
0Congnitive%20Thinking_Leanne%20Brookes_0.pdf
• Light, R. (2004). Coaches’ experiences of Game Sense: Opportunities and
Challenges. Physical Education and Sport Pedagogy, 9(2), 115-131. Doi:
10.1080/1740898042000294949
• Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of
Physical Education, 39(1), 8-19.
• Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children’s
motivational experiences following autonomy-supportive games lessons.
European Physical Education Review, 14(3), 407-425.
• Pill, S. (2012). Teaching Game Sense in Soccer. Journal of Physical Education,
Recreation & Dance, 83(3), 42-52. Doi: 10.1080/07303084.2012.10598746