Christie Anderson 18374849

1. THE GAME SENSE APPROACH
IN TEACHING PE CLASSES
Miss Anderson - 4A

2. What is the Game Sense Approach?
• Traditional PE teaching focuses on skills and drills every lesson and
students will possibly play a game in the last week of the unit to display the
skills they have learnt. This is outdated pedagogy! (Curry, 2020).
• Instead of this traditional pedagogical framing of PE teaching as a
technical-to-tactical progression, the game sense approach uses a different
equation:
Technique + Game Context = Skill
i.e., “game context” refers to elements such as pressure, decision making,
timing, use of space and risk”. (Pill & Hewitt, 2017, p.10).
• The game sense approach is student centered and focuses on inquiry-
based learning. (Curry, 2020).

3. Still confused?
At its most basic level, taking a game sense approach involves designing
a game or sequence of games to achieve particular outcomes, asking
questions to stimulate thinking and reflection, and ensuring there are
opportunities for group discussion, collaboration and the formulation
of ideas/solutions that are tested and evaluated”.
- (Light, 2012, p.48)

4. Key conceptual features of the game sense approach – Example: tennis. (Pill & Hewitt, 2017, p.11)

5. What about the fundamental movement
skills?
Fundamental movement skills are the
foundation skills taught in PE that can
be transferred across many sports.
Some examples of these skills are:
• Sprint run
• Side gallop
• Dodge
• Catch
• Hop
• Kick
• Overarm throw
• Static balance
• Leap
Will these skills still be achieved using
the game sense teaching approach
instead of drills?
YES!
• Skills are contextualized and learnt
within in the game rather than in
isolation. (Curry, 2020).
• Game modification using the CHANGE
IT formula can alter the game to suit
various learning outcomes, content
and aims of the lesson. (Pill & Hewitt,
2017, p.11) – see following slide for
diagram of this formula.

6. Not only will they develop the
fundamental skills…
• The game sense approach can develop
the fundamental movement skills more
effectively than traditional drills.
• In addition to this, it is important to
recognise the ways in which games can
develop a ‘sense of the game’ through
implicit learning that cannot be directly
taught to players. (Light & Robert, 2010,
p.112).
• Rather than direct instruction using drills,
the teacher’s job is to facilitate learning
by designing the learning environment,
using questioning and providing
opportunities for interaction. (Light &
Robert, 2010, p.105).
The CHANGE IT formula. (Pill & Hewitt, 2017, p.12).

7. So why am I implementing the Game
Sense approach in 4A?

8. Strengths of the Game Sense Teaching
Approach
The game sense approach…
• Relieves student stress about the individual skills and allows them to learn the skills
within the game.
• Creates a fun and inclusive environment for all students where they feel encouraged to
get in and have a go. All students are involved with the game, rather than waiting in a
line for their turn. This not only maximises learning time, but also reduces the pressure
for students who are lacking self confidence.
• Gives students the opportunity to develop an understanding of the game, as well as
important skills such as decision making, use of space, timing, problem solving and
tactical processing.
• Involves more inclusive relationships between the teacher and the students.
• Promotes participation and motivation in students.
• Caters to a wide range of ability levels.
• Involves emphasized questioning led by the teacher, rather than a monologue of
instruction. This encourages students to be critically thinking, inquiring, problem solving
and therefore, developing a greater understanding of the content being taught.

9. I strongly believe that a game sense approach when teaching
PE classes will be highly beneficial to the students in 4A. If you
have any questions regarding this approach, please don’t
hesitate to contact me.
- Miss Anderson

10. REFERENCES
Curry, C. (2020). Lecture 2: Teaching Games and Reflective Practice in PDHPE [Powerpoint Slides].
Retrieved from
https://vuws.westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_5336
024_1&course_id=_33272_1&framesetWrapped=true
Light, R. (2012). Game sense : Pedagogy for performance, participation and enjoyment. Retrieved
from https://ebookcentral.proquest.com
Light, R., & Robert, J. (2010). The impact of Game Sense pedagogy on Australian rugby coaches'
practice: A question of pedagogy. Physical Education and Sport Pedagogy, 15(2), 103-115.
Pill, S., & Hewitt, M. (2017). Tennis Coaching: Applying the Game Sense Approach. Strategies, 30(2),
10-16.