2. What is a Game Sense Approach?
A game sense approach is understood for the coach and players to focus more on the game played, therefore
game understanding and skill technique is intertwined and should be taught together (Pill, 2016). In order to
develop game sense, plays must read, respond, react, and recover (Pill, 2013). The approach has the ability to
modify games for players’ development (Pill, 2013). It is encouraged that players are more tactically aware,
whilst thinking strategically (Towns, 2002). That said, skills are being developed during this time, whilst the
players are still having fun. Good examples of making the game sense approach useful is for invasion games,
such as games that have a target, whilst trying get through the defending team (J.Knijnik, personal
communication, July 27, 2016). These particular games can often focus too much on skill development, as the
focus is to just win!
3. Fundamental Movement Skills
Fundamental movement skills are commonly known as the building blocks for all types of physical activities
(NSW Department of Education and Training, 2000). These are the types of skills gained in accordance of
having game understanding and playing it. Fundamental movement skills focus on locomotor skills (run and
hop), non-locomotor skills (static balance and bend), and manipulative skills (catch and throw) (NSW
Department of Education and Training, 2000). These skills are particularly important for invasion games. The
skills students must be taught in school in accordance of games include; the catch, hop, side gallop, skip,
overarm throw, leap, kick, two-hand strike, and the dodge (NSW Department of Education and Training,
2000). Each of these skills is commonly known to have some importance towards physical activity.
4. Why is Game Sense used in the classroom?
It is said that a games sense approach can lead to children highly enjoying sport, as it is student-centred and
creates a positive attitude towards their personal growth, physical, intellectual and social development (Light,
2013). This approach aims for players to be able to read and write the games played, without help (J.Knijnik,
personal communication, July 27, 2016). The importance of this in the classroom is that it is about student
inquiring, problem solving, openness to ideas and solutions, experimentation and creativity, and collaboration
(J.Knijnik, personal communication, July 27, 2016). An essential reason this approach must be used in the
classrooms is that it is inclusive to all learning abilities as the teacher must emphasize active engagement
(J.Knijnik, personal communication, July 27, 2016).
5. Rationale
As the NSW Board of Studies (2007) syllabus demonstrates the importance of encouraging healthy lifestyles,
using the Game Sense approach during the coaching of games supports this healthy lifestyle. That said, the Game
Sense approach promotes students having fun during their social experiences of game play, therefore they are
leading a happy healthy life. Students are most happiest when they are achieving and have a healthy wellbeing,
therefore the Game Sense approach of a student-centred learning experience will be used to promote this. The
Game Sense approach will “promote physical activity” (NSW Board of Studies, 2007, p. 6). That said, it will
promote daily activity, student inquiry and experimentation. Furthermore, it will promote enjoyment, creativity,
and social benefits. Overall, the Game Sense approach will encourage a better attitude towards physical activity.
6. Strengths as a Teaching Approach
o Student-centred
o Inquiry based
o Individual skills, decision making and understanding
o Actively engaging
o Able to be modified
o Whole game focus
o Skill development and understanding intertwined
o Open to student ideas and solutions
o Reflection
o Physical learning
o Intellectual learning
o Social learning
o Experimentation and creativity encouraged
o Collaborative
o Motivational
o Inclusive
o Repositioning of teacher
o Active engagement
o Better student/teacher relationship
o Positive
o Mistakes are allowed
o Prevent single players domination
(J.Knijnik, personal communication, July 27, 2016).
7. References
Board of Studies New South Wales. (2006). Personal Development, Health and Physical Education K-6 Syllabus. New South
Wales, Australia: Crown Copyright.
Light, R. (2013). Game sense for physical education and sport coaching. In Game sense: Pedagogy for performance,
participation and enjoyment (pp.37-47). London, Uk: Routledge.
NSW Department of Education and Training. (2000). Get skilled: Get active: A K-6 resource to support the teaching of
fundamental movement skills. Ryde, Australia: Author.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching movement and tactical skills (pp.
7-12). Hindmarsh, Australia: ACHPER.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society,
21(2), 279-297.
Towns, J. (2002). About game sense. Active Health University of Wollongong. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2274474-dt-content-rid-
20248995_1/courses/102072_2016_2h/Games%20Sense%20Supplemental%20Reading.pdf
