Game Sense Approach

1. GAME SENSE
APPROACH
Early Stage 1, Kindergarten

2. What is Game Sense?
• Game Sense is a variation of the Teaching Games for
Understanding (TGfU) model developed by Bunker and
Thorpe (Light, 2013).
• It is a student-centred, inquiry based approach, where the
teacher acts as a facilitator of learning as opposed to a
director of learning (Light, Curry & Mooney, 2014).
• The learning is guided by good questioning techniques,
which stimulates thinking and intellectual engagement
(Light 2013).
• Game sense holds tenets of social constructivist theories,
particularly, Vygotsky and Bruner, in that, importance is
placed on affiliation, social interactions, achievement and
self-direction through the playing of games (Pill, 2016).

3. What is Game Sense?
• It is less structured than the TGfU approach, in that, it bases learning
within modified games.
• It uses modified games to suit the developmental, emotional and
social needs of all players.
• The playing of games places emphasis on:
o Affiliation, through social interactions
o Achievement, by recognising improvement
o Self-direction, where opportunities are given to make choices (Light, et al.,
2014).
• Game sense also allows students to develop an understanding of
tactics and strategic thinking (Light, 2013).
• There are four categories of games, that the approach focuses on:
o Invasion/territorial – basketball, soccer, rugby, hockey, etc.
o Net/wall – badminton, tennis, handball, etc.
o Striking – cricket, baseball, softball, etc.
o Target – bowling, golf, archery, etc.

4. Game Sense Model
(Townsend2002). ,

5. Strengths of Game Sense
• Teacher acts as a facilitator, therefore, students guide
their own learning.
• It is student-centred, therefore, students are allowed more
autonomy.
• The use of questioning stimulates students’ thinking and
their intellectual engagement.
• It holds tenets of social-constructivist theories.
• It is inclusive approach to learning.
• The practice of modified games caters to the
developmental, emotional and social needs of all players,
therefore, by extension suits diverse learning needs.
• Encourages long-term learning

6. Strengths of Game Sense
• Fosters social interaction and affiliation through team
discussions.
• It is allows players to develop tactical awareness and strategies
thinking, thus, leading to better decision-making.
• Skills are being developed within a realistic and enjoyable
context, rather, than practicing in isolation or singling out
students.
• It is increases motivation due to a sense of self-direction and
achievement in meeting the challenges presented and the
affiliation involved.
• It is fun!
• Offers an effective way of developing skill, since the techniques
are learnt in a ‘real’ game situation, with a certain degree of
pressure and need for tactical/strategic thinking.

7. Links to ES1 PDHPE Syllabus Outcomes:
• I am using the Game Sense approach for my ES1 Kindergarten class as
it makes explicit links with the PDHPE syllabus content and outcomes set
out by the NSW Education Standards Authority (NESA, 2018).
• Game Sense approach has strong connections with PDHPE
propositions, specifically:
o Focus on educative purposes: by creating opportunities for healthy, safe and active
lives.
o Takes a strengths-based approach: drawing on students’ strengths, capacities and
capabilities which improves in their participation in physical activity.
o Value movement: the approach develops movement, activity and thereby physical
literacy, which will lead to a likelihood of them maintaining physically active lifestyles
long-term.
o Include a critical inquiry approach: game sense deeply embeds inquiry, through
recognition of diverse interests in physical activity participation, which require
different strategies.
.

8. Links to ES1 Syllabus Outcomes
• Game sense makes strong links with contend strand, Movement Skill
and Performance, as evidenced in ES1 syllabus outcomes:
• PDe-4: practises and demonstrates movement skills and sequences
using different body parts PDe-4
• PDe-5: explores possible solutions to movement challenges through
participation in a range of activities
• PDe-10: uses interpersonal skills to effectively interact with others
• PDe-11: demonstrates how the body moves in relation to space, time,
objects, effort and people (NESA, 2018).
• Game sense also deeply embeds the three PDHPE skill domains:
o Self-management: in its student-centred approach, students learning is self-directed
and they are provided with autonomy.
o Intrapersonal skills: emphasis placed on affiliation and social interactions through team
players constantly communicating and discussing strategies and tactics.
o Movement: opportunity to develop movement skills in a ‘real’ game situation, allowing
for further progression as complexity is increased gradually.

9. Reference List:
• Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering
quality teaching in physical education. Asia-Pacific Journal of Health, Sport and
Physical Education, 5(1), 67-81. doi:10.1080/18377122.2014.868291
• Light, R. (2013). Game Sense pedagogy for performance, participation and
enjoyment. Milton Park, New York: Routledge. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=981715
• NSW Education Standards Authority. (2018). Personal development, health and
• physical education K-10 syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/pdhpe/pdhpe-k-10-2018
• 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, J. (2002). About Game Sense. Rugby Football Union. Retrieved from
http://www.rfu.com/takingpart/coach/coachresourcearchive/technicaljournalarchiv
e/~/media/files/2009/c
oaching/articles/technicaljournal/2007/2ndquarter/gtownsendgame20sense20artic
le.ashx