What is Game Sense? How can it help you to develop life-long skills in strategising and fundamental movement skills?

1. GAME
SENSEA N D I T S
I M P O R TA N C E I N
T E A C H I N G &
L E A R N I N G
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2. WHAT IS GAME SENSE?
• A modified approach to sport
• It helps you to develop physical skills,
but also learn the tactics of the games.
• Allows you the ability to simplify typical
sports, or make them more challenging.
• It is fun for EVERYONE!
(For those who enjoy tactics
or physical use of movement skills)
(Griffin, Mitchell & Oslin, 1997; Light, 2013) (Classroom Clipart, 2018)

3. WHAT DOES THIS
LOOK LIKE?
 Involves high levels of activity and critical thinking.
 Learning through doing (coaching tips are sidelined,
students work on developing their own skills and teams).
Game sense not only applies to sport, but can be used in online multiplayer
games, such as Fortnite, because it not only involves knowing how to play,
but the strategies you can use to make the most out of these skills to get
better at the game and win.
(Classroom Clipart, 2018)
(Light, 2013)
1. Play the
game
2. Focus on
developing
skills

4. 6 M A I N CO N C E P T S :
• Play games, before skills and
drills
• A Game Sense approach requires
the TGfU Model:
Teaching Games for
Understanding
1. Teach games through games.
2. Break games into their simplest
format - then increase
complexity.
3. Participants are intelligent
performers in games.
4. Every learner is important and
is involved.
5. Participants need to know the
subject matter.
6. Can match participants’ skill
and challenge them.
(Butler et al., 2008)
STEPS TO
DEVELOPING
GAME SENSE
• Involves learning game form,
tactical awareness, skill execution
and game appreciation.
(Griffin, Mitchell & Oslin, 1997) (ClassroomClipart,2018)

5. •Target Games
Propel an object at a target
•Net/Wall Games
Propel an object into a
where it is hard for the
opponent to return it.
•Striking/Fielding Games
Hit an object to it flies into
the field away from the
opponents.
•Territory Games
Participants invade an
opponent's territory to
The TGfU approach consists of 4 game categories which
all require similar skills, and employ game sense:
Ophea. (2014). Teaching games for understanding (TGfU) approach. Retrieved
from: http://www.playsport.net/about-playsport/teaching-games-
understanding-tgfu-approach

6. WHY IS GAME
SENSE IMPORTANT?
 Places the learner at the centre, thus increasing motivation to learn
through lots of engaging opportunities.
 Encourages positive student behaviour, as they are the ones who
control the learning.
 Uses the body AND mind through building and executing strategy,
both are equally important.
 Develops positive attitudes towards PDHPE as activities are inclusive
of all abilities, genders, and social spheres, and achievable for all
students, increasing self-esteem.
(Munk & Agergaard, 2018; Woolfolk & Margetts, 2016)
(Jachyra & Fusco, 2016)
(Classroom Clipart, 2018)

7. STRENGTHS
As a teaching approach, Game Sense provides many benefits, with
engagement as a key aspect. While this approach does require lots of
revision, experimentation, and
modification, it is:  Strengths-based, and uses what students
are good at to develop other skills
 Inclusive of students, with all levels of
ability and varying interests, whether it be
sport or pursuits of the mind.
 Develops not only fundamental physical
skills, but critical thinking in developing
strategies
 Allows for positive, goal-oriented social
opportunities by being part of a team
 Can be simplified or extended to challenge
all students through rule adaptation.
(Light, 2013)(Classroom Clipart, 2018)

8. W H I L E N OT D I R E C T LY
R E Q U I R E D I N T H E
S Y L L A B U S , G A M E S E N S E
H E L P S TO D E V E LO P :
Inclusive:
Allows all students to develop
to the best of their ability and
achieve the mandated syllabus
outcomes. - General capabilities through
teamwork and collaboration
- The syllabus outcome of Games and
Sports (GSS2.8) most evidently
- All skills outcomes of
Communicating (COS2.3)
Decision Making (DMS2.2)
Interacting (INS2.3)
Moving (MOS2.4)
Problem Solving (PSS2.5)
Different sports are created under
the umbrella of game categories,
due to a thematic approach rather
than sport-specific units, such as
football or netball.
Game sense thus can include
popular sports such as:
o Goalball
o Teeball
o Polybat
o Targetball (NESA, n.d.)
(Classroom Clipart, 2018)
(Light, 2013)

9. REFERENCE
LIST
Butler, J., Oslin, J., Mitchell, S. and Griffin, L. (2008). The way forward for TGfU: Filling the chasm
between
theory and practice. Physical and Health Education, 74:1, 6-12. Retrieved from:
https://search-proquest-com.ezproxy.uws.edu.au
Griffin, L. L., Mitchell, S. A. and Oslin, J. L. (1997). Teaching sport concepts and skills: A tactical
games
approach, Champaign, IL: Human Kinetics.
Jachyra, P. & Fusco, C. (2016). The place of play: From playground to policy to classroom well-
being.
Sport, Education and Society, 21(2), 217-238. doi: 10.1080/13573322.2014.896331
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. 37-47.
Munk, M., & Agergaard, S. (2018). Listening to students’ silences – a case study examining
students’
participation and non-participation in physical education. Physical Education and Sport