2. WHAT IS GAME SENSE?
• Game Sense is a student-centred PE teaching and learning approach that uses
modified games to enhance contextual understanding of the features of ‘full’ games
(Light, 2012; Reid & Harvey, 2014).
• Modified games are simpler versions of games (e.g. basketball, volleyball) played in
smaller than usual groups and the level of difficulty is also lower however gradually
increases as students’ skills and understanding improve (Light, Curry & Mooney,
2014).
• Modified games emphasise the game features (rules, objectives and strategies) rather
than skill development, resulting in students with various abilities being able to
interact and play together, thus maximising student participation in PE activities
(Hopper, Butler & Storey, 2009).
3. WHAT IS GAME SENSE?
• Game sense is an engaging teaching approach that places learning in context and
promotes meaningful play, which makes it more effective than traditional
methodologies focusing on drill exercises to develop fundamental skills in
isolation before allowing students to play a game (Light, 2012; Reid & Harvey,
2014).
• It uses a constructivist, inquiry-based approach whereby teachers promote
questions, conversations and reflections instead of giving instructions.
• As a result, students develop tactical awareness, decision-making and skill
application, being able to adapt skills to each game played (Light, 2012).
4. WHAT IS GAME SENSE?
• In addition, Game Sense shifts the focus from how well a game is played to
learning through games (Light, 2012).
• For example, students could play “Rob the Nest” with basketballs to practice their
special awareness, dribbling and ball handling skills. Instead of beanbags in the
centre of the court, students would collect basketballs that they need to dribble
on their way back to their nests.
5. WHY USE GAME SENSE?
• I believe that promoting the development of positive attitudes towards living an
active, healthy life should be at the core of every PE teacher’s pedagogy, and this
can be achieved using a Game Sense approach.
• It also promotes the development of basic fundamental movements and physical
literacy as students become increasingly confident and versatile in their
movements across a range of activities (Mandigo, Lodewyk, Francis & Lopez,
2009).
6. WHY USE GAME SENSE?
• It promotes social interactions and team work which Light (2012) argues is fun for
children and this is the main incentive for them to participate in sports.
• It gives students control over how they play the games, fostering important skills
such as reflection, decision-making, problem-solving and collaboration. These
vital skills are transferrable to all aspects of students’ lives.
• It is an inclusive approach to learning that caters for the
diversity of skills that each student can bring, offering equal
opportunities for learning.
7. LINKS TO PDHPE SYLLABUS
• I believe that Game Sense fits perfectly within the PDHPE syllabus (NESA, 2018)
rationale stating that “students learn in movement, about movement and through
movement and are given opportunities to apply and adapt their skills across
multiple contexts” (p.10).
• It also aligns well with Stage 3 outcome PD3-8: “Creates and participates in
physical activities to promote healthy and active lifestyles.” (NESA, 2018, p.71)
8. REFERENCES
Hopper, T., Butler, J., & Storey, B. (2009). TGfU-Simply good pedagogy: Understanding a complex challenge. PHE
Canada.
Light, R. (2012). Game Sense: Pedagogy for performance, participation and enjoyment. New York, USA: Taylor
and Francis.
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.
Mandigo, J., Francis, N., Lodewyk, K., & Lopez, R. (2009). Physical literacy for educators. Physical and Health
Education Journal, 75(3), 27-30.
NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education K-10
syllabus. Sydney: Author.
Reid, P., & Harvey, S. (2014). We're delivering Game Sense… aren't we?. Sports Coaching Review, 3(1), 80-92.
