2. What is Game Sense?
• Game sense is an approach to teaching and coaching in physical education that encourages participation, interaction
and high order thinking.
• It is an inclusive approach that allows educators to modify various elements of a game including rules, playing area
and equipment in order to make the game easier or more challenging depending on the needs of their students.
• Game sense allows the educator and students to discuss whether features of a game are working or not further
providing them with the opportunity to make adjustments when necessary.
• It is an approach that allows time for reflection of tactical skills meaning that students are able to think about and
come up with strategies to improve their performance within the game and share those with their peers and
teachers.
(Sporting Schools, n.d.)
(Breed & Spittle, 2011)
3. What is Game Sense?
• Game sense has a strong focus on problem solving and decision making which is undertaken by both educator and
students. It enables students to have a say in the activities they part take in as they are the central focus enabling
them to benefit fully from the physical activity they are exposed to.
• Game sense explores a wide variety of skills and techniques from various different sports and the concepts that make
them up.
• Game sense tears apart common and well-known games in a way that enables students to apply their knowledge
and skills across a range of activities.
• The transferability of skills from various sports also enables game sense to be entertaining, reducing any boredom
that may occur from regular exposure to the same games, sports or activities.
(Shane, 2016)
4. What is Game Sense?
• When exploring the breakdown of sports and categorizing them into groups based on the skills used within them, there are
four categories to explore including:
• Invasion sports – Netball, basketball, Soccer etc.
• Striking/fielding sports – Tee-ball, baseball, softball etc.
• Net/wall sports – Tennis, squash, volleyball etc.
• Target sports – Archery, darts, bowling etc.
• With the use of these categories, game sense aims to group various skills within the same area in order to maximize exposure
to the development of these skills. However, although game sense addresses the skills students develop in their activities, it’s
focus is not solely on them. The game sense approach allows students to experience a game or activity as just that before
delving into the technicality of it. This promotes students to feel safe and able to make mistakes without being criticized for it
whilst providing the teacher with the ability to assess and make adjustments based on the specific group of children they are
working with. Game sense approach is developed with the notion that not all students are the same in mind.
(Breed & Spittle, 2011)
5. Strengths of Game Sense
• Centered around the students and their involvement.
• Any modification or alteration is made in collaboration with the students and their teachers so that they are able to have a say.
• It promotes high-order thinking so that students are able to develop knowledge and skills in problem solving and decision making.
• Skills are transferrable across various specific sports, activities and games.
• Accommodates to all learners whether that is for students who need easier activities or activities that are more challenging.
• Promotes a stop, think and change attitude, which is beneficial in removing what does not work and implementing strategies that do.
• Allows for changes to me made with rules, environment and equipment allowing flexibility and range in the suggestions that can be given.
• Maximizes inclusion and playing time. Game sense aims to keep students moving as much as possible leaving little to no room for being stationary.
• Attitude of “Let kids play before intervening”. Allowing children to participate and have a feel for the game before telling them how to fix their form
or technique etc.
(Webb, Pearson & McKeen, 2005)
6. Implementation of Game Sense in the classroom.
• Game sense is beneficial across a wide variety of outcomes within the NSW K-10
PDHPE Syllabus as can be seen below.
• PD1-2 recognises and describes strategies people can use to feel comfortable, resilient and
safe in situations
• PD1-3 recognises and describes the qualities that enhance inclusive and respectful
relationships
• PD1-4 performs movement skills in a variety of sequences and situations
• PD1-5 proposes a range of alternatives to solve movement challenges through participation
in a range of activities
(NESA, 2018)
7. References
Breed, R., & Spittle, M. (2011). Developing Game Sense Through Tactical Learning: A Resource for Teachers and
Coaches. Cambridge, United Kingdom: Cambridge University Press.
McKeen, K., Webb, P., & Pearson, P. (2005). Promoting physical activity through teaching games for understanding
in undergraduate teacher education. Unpublished paper, University of Wollongong, Australia.
NSW Education Standards Authority [NESA]. (2018). Personal Development, Health and Physical Education K-10
Syllabus. Retrieved from: https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-
9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=
Sporting Schools. (n.d.). Game Sense Approach. Retrieved from:https://sportingschools.gov.au/resources-and-
pd/schools/playing-for-life-resources/game-sense-approach
