2. GAME SENSE
– WHAT IS IT?
Game Sense (a variation of Teaching
Games for Understanding (TGfU)) is a
student centred pedagogical
approach that allows students to
develop skills needed as they play
the game (Curry & Light, 2007).
Although game focused, this
approach creates simultaneous skill
development, decision making and
overall understanding through the
context of the small game.
Game
Sense
Invasion
Striking/F
ielding
Target
Net/Court
The Game Sense approach has 4 categories of games:
Webb and Pearson, 2012
3. GAME SENSE –
WHAT DOES IT
INCLUDE?
The four categories of games cover a wide variety
games that are not only widely popular but are
enjoyable for all ability levels. It involves physical,
intellectual and social learning (Curry and Light,
2007).
The Game Sense approach is reflective. Students are
constantly communicating with each other,
assessing their decisions and altering their
approach.
4. GAME SENSE – WHY DO I USE IT?
Games in PDHPE do not require previous developed skill knowledge. They can be
tailored for any student of any strength in any environment (Miller et al., 2016).
My students love it! Engagement is at an all time high because they love playing games.
It challenges their level of thinking. They are constantly thinking about their body and
the way its connected to the space and times its in (Curry and Light, 2007).
5. GAME SENSE –
IN MY
CLASSROOM
Game Sense within the classroom is a great way to
encourage and develop relationships between students.
Students are provided with the opportunity to participate in
challenging movements, learn productive skills and begin
to become advocates for healthy living, active lifestyles and
having fun in and outside of the school community (NESA,
2018).
Students learn to be adaptive, explore and judge the
effectiveness of movement techniques and refine their
developing skills all whilst seeing how this actually affects
their daily lives.
6. REFERENCE LIST
Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical education: Is Game
Sense the answer. In Proceedings of the Asia Pacific Conference on Teaching Sport and Physical Education
for Understanding.
Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2016). Can physical education
and physical activity outcomes be developed simultaneously using a game-centered
approach?. European Physical Education Review, 22(1), 113-133
NSW Education Standards Authority. (2018). The NSW Syllabus for the Australian Curriculum: Personal
Development, Health and Physical Education K-10 syllabus.
Webb, P. I., & Pearson, P. J. (2012). Creative unit and lesson planning through a thematic/integrated approach
to Teaching Games for Understanding (TGfU).
