Explaining game sense and how it will be used in class 3/4 Blue

1. Why Game Sense?
(Add in worlde)

2. What is TGfU?
Before we understand what exactly game sense is, we must
understand the concept of TGfU (Teaching Games for
Understanding).
TGfU is the bases of “Game Sense” and why it was developed.
TGfU has been around since the late 1970’s (Hoppe, Butler &
Storey, 2009).
This approach fosters the concept of presenting problems to
students through games where they are required to make
thought out decisions to solve the problems (Hoppe, Butler &
Storey, 2009).
This approach places emphases on teaching modified games
(including netball, soccer, cricket, volleyball, softball ect) rather
than primarily just learning the skill. This allows students to
undertake decision making, reflect on the rules and how the
rules will impact the way you play the game, develop a sense of
awareness as well as practice the skills that are involved in
playing a game (Hoppe, Butler & Storey, 2009).

3. What is ‘Game Sense’?
The term “game sense” has been stemmed from the idea
of Teaching Games for Understanding (TGfU) however
was extended by a researcher Rob Thorpe who placed
great emphases on questioning (Light, 2006).
Here they are encouraged to think and communicate the
“tactical and technical aspects of play” developing players
who are not only skillful but also smart (Light, 2006, p.9).
Game Sense fosters questioning and problem solving
where students are encouraged to reflect on their learning
(Light, 2006).
It is often thought that this technique neglects skill however
this is not true. Instead, skill is developed “contextually and
less explicit”(Light, 2006, p.8).

4. What is my role as a
teacher?
As a teacher, to get the full potential of the benefits of the
Game Sense approach, I will be required to transform my
teaching approach to the students ability to ensure that
each student can understand and appreciate what a game
is all about (Light, 2006).
It is the teachers role to question the students to engage
them in Problem Based Learning (PBL).
It is also the teachers role to promote and encourage a
sense of team and worth to enhance confidence in
students which will result in greater engagement and
participation to increase skill and knowledge of the game
(Townsend, 2007).
Teachers take on the role of the facilitator allowing players
to problem solve, think, develop skills and become
independent players (Light, 2006).

5. Why do we use ‘Game Sense’
and what are the benefits for your
child?
Students feel they are a “stakeholder” in the team
when undertaking Problem Based Learning (PBL)
and therefore enhances performance (Light, 2006,
p.6).
Game sense teaches students skills for life such as
organisation, rules and decision making. Students will
implement these skills into the playground, homes
and community (Townsend, 2007).
Game Sense allows children of all abilities to be
actively engaged. For different skill level we will adapt
and modify the games to suit for ever students needs
(Light, 2006).

6. How will I use the “Game
Sense” approach?Students will partake in activities such as modified netball, cricket,
softball, basketball, soccer, football ect.
The modification of these activities will include smaller nets,
simpler rules, smaller number of players, adjusted equipment
needed or different targets.
The games will be modified to their skill and age level. This allows
students to fully grasp an understanding of the game to be able to
learn and practice the skills required.
I will the students to problem solve giving them tasks set at their
skill level to problem solve and communicate between their team
members giving them a sense of ownership and responsibility to
be a confident leader and team member.
Lastly, I will make sure the students are having fun and
cooperating with their class members whilst gaining the best
possible learning outcomes from the PDHPE syllabus.

7. Game Sense in 3/4 Blue
I will use the game sense approach to learning the
PE syllabus for Stage 2.
3/4 Blue will be challenged by using problem solving
cards to understand a task they must complete with a
team.
We will be focusing mainly on team work, leadership
and cooperation to achieve our outcomes.
I will be getting feedback from the students about
their experience with the Game Sense approach and
getting them to reflect on their experience at the
completion of the lesson with discussions and
questions.

8. “Game sense” and the
syllabus
The PDHPE K-6 syllabus fosters the Game Sense by requiring
pedagogy that emphasises decision making, responsibility,
positive relationships, physical activity, valuing the self and
others, developing fundamental movement skills, promoting an
active lifestyle and understanding how to live and learn in a
safe environment (BOSTES, 2014).
The essential skills that students should develop through
PDHPE education in their younger years include
communicating, decision making, interacting, moving and
problem solving which are all significant skills resulting from
the Game Sense approach (BOSTES, 2014).
In the stage 2 syllabus, there is a big emphases on being an
active group member through communication and problem
solving whilst applying movement skills in a variety of
ways(BOSTES, 2014). The Game Sense approach will enable
students to achieve these outcomes.

9. References
Board of Studies, NSW. (2014). Personal Development,
Health and Physical Education K-6 Syllabus. Sydney:
Board of Studies.
Hopper, T., Butler, J., & Storey, B. (2009). TGFU-Simply
Good Pedagogy: Understanding a Complex Challenge.
PHE Canada.
Light, R. (2006). Game Sense: Innovation or just good
coaching?. New Zealand Physical Educator, 39(1), 8.
Light, R. (2006). Introduction: The Games Approach to
Coaching. New Zealand Physical Educator, 39(1), 8.
Townsend, G. (2007). Game Sense. Rugby Football Union:
Newcastle.