2. What is Game Sense?
O Until recently, teaching and learning in PE has been largely teacher directed, highly
organised and focussed heavily on developing and improving technique (Light,
2006).
O Game Sense approaches to teaching PE are based on the US model of teaching
games for understanding (TGfU; Light, 2006). They are less structured than
traditional approaches and focus more on playing the game rather than developing
technique (Pill, 2016).
O Through Game Sense, complete versions of invasion, striking/fielding, target, or
net/court games are modified (Pill, 2016). Specifically, the rules, equipment and
playing area of these games are modified to suit the ability level of the students.
However, generally the core tactics of the game remain the same (O’Leary, 2016).
O Students are generally organised into small groups and an emphasis is placed on
playing the games immediately rather than spending time first practicing specific
techniques or listening to direct instructions (Pill, 2016).
O Game sense approaches are student centred. Dialogue and questioning between the
students and teacher throughout the game encourages inquiry based learning and a
guided discovery of relevant tactics and fundamental movement skills (Light, 2006;
Pill, 2016; Townsend, 2007).
3. What are Fundamental
Movement Skills?
According to the Department of Education NSW (2000), there
are 12 fundamental movement skills that students develop
through participation in a wide variety of physical activities.
These include:
O the catch,
O the hop,
O the side gallop,
O the skip,
O he overarm throw,
O the leap,
O the kick,
O the two-hand strike,
O and the dodge.
4. Research findings: Game Sense
O According to Townsend (2007), the key to success of using
a Game Sense approach to teaching is in “being able to
hold back and allow players to discover for themselves, to
step in only occasionally to ask questions, to raise
awareness or offer guidance and advice” (p.9). For
Townsend, the most important aspects of Game Sense
approaches are exploration and having fun whilst
discovering skills such as team work, spatial awareness,
rules and so forth.
O Pill (2006) supports this, outlining research findings that
suggest Game Sense approaches are more enjoyable for
students than traditional approaches, they allow for the
natural or authentic learning of movement skills and further
improve interpersonal relationships between students.
5. Strengths of teaching Primary PE
Using A Game Sense Approach.
A number of strengths can be identified for Game
Sense as an approach to teaching Primary PE. The
most important of which include:
O Students are being active from the outset of the
lesson, they are not having to sit and listen to
teacher directed instructions for any extended
period of time.
O Game Sense approaches encourages inquiry
based learning. Students are, therefore, having fun
playing a game while simultaneously discovering a
range of skills such as team work, spatial
awareness, rules of the game and finally, body
movement skills.
6. Strengths continued…
Further strengths revolve around the Game Sense approach and its
alignment with the k-6 PDHPE Syllabus (BOS NSW, 2007).
O Firstly, the Game Sense approach is grounded in the notion that
perfecting techniques should come secondary to developing an
appreciation for the game. This is in line with the rationale and aims
of the k-6 PDHPE Syllabus which strongly emphasise the need for
teachers to promote regular physical activity by instilling in students
a positive attitude and appreciation for being physically active.
O The building of positive interpersonal relationships is another
important focus of the PDHPE Syllabus. As highlighted earlier there
have been research findings to suggest Game Sense approaches
foster increased interpersonal relationships amongst students.
O Finally, the PDHPE Syllabus highlights a need for students to
develop and enhance fundamental movement skills. A Game sense
approach provides opportunities for fundamental movement skills to
be learnt naturally through inquiry and discovery and thus in a way
that supports students to appreciate physical activity as they grow
in confidence with performing movement skills.
7. ReferencesBoard of Studies (BOS) NSW. (2007). Personal Development, Health and Physical Education K-
6: Syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
Department of Education and Training (DET) NSW. (2000). Get skilled: Get active: A K-6
resource to support the teaching of fundamental movement skills. Ryde, Australia:
DET. Retrieved from
https://detwww.det.nsw.edu.au/error/decomm_curricsupp.htm
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical
Education New Zealand, 39(1), 8-19. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2274458-dt-content-rid-
20249469_1/courses/102072_2016_2h/101576_2013_1h_Imported
Content_20121127041828/G%20SENSE%20INNOVATION%20OR%20GO
OD%20COACHING%20LIGHT.pdf
http://www.proflearn.edsw.usyd.edu.au/proceedings_resources/index.shtml
O'leary, N. (2016). Learning informally to use the 'full version' of teaching games for
understanding. European Physical Education Review, 22(1), 3-22. doi:
10.1177/1356336X15586177
Pill, S. (2016) An appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 21(2), 279-297. doi:10.1080/13573322.2014.912624
Townsend, G. (2007). Game Sense. RFU Technical Journal. Retrieved from
http://www.agard.rugby.hu/letolt/EDZOI/070417ErezdAJatekot.pdf
