Game Sense Approach Presentation

1. What is Game
Sense?
Why is it used in our
classroom?

2. An introduction to the Game
Sense Approach
 Game sense contextualises learning through games or
game like activities.
 It is a student-centered approach as it places the needs
and abilities of players before the importance of the
game.
 A systematic coaching approach
which focuses on the enjoyment
of games rather than the acquisition
of technique.
 The game sense approach focuses
on the idea that technique is
developed through play.
(Pill, 2011)

3. Traditional Approach
 Previously, teaching practices in PDHPE revolved
heavily around developing physical skill while decision-
making and tactical understanding skills were
neglected.
 Such approaches are unqualified in developing
intellectual competencies of critical thinking skills in
sport (Cushion, 2003).
 The approach involved practicing skill and technique
repeatedly until perfected before applying in a game
situation.
 Such techniques have failed to cover all aspects of
syllabus outcomes.
(Pill, 2011)

4. Why Game Sense?
‘Rationale’
 Game Sense was developed in order to steer from traditional forms of
teaching, which proved to be ineffective in covering all PDHPE syllabus
outcomes effectively. As traditional forms of teaching focused solely on the
acquisition of skill prior to application through game, students lacked
development in decision-making and tactile awareness skills.
 The Game Sense approach targets various aspects of the Personal
Development, Health and Physical Education, Primary K-6 Syllabus as it
places game-like environments at the center of learning and development.
Through this students develop communication, decision-making, interacting,
moving and problem solving skills while developing an appreciation for
physical activity and its importance to personal health. Through the Game
Sense approach students develop creativity in performance and motivation
to exceed whilst acquiring new skills and technique. It also promotes deeper
understanding, generates tactile awareness and develops independent
decision-making skills.
 As a teaching approach, Game Sense focuses on the students, physical,
social and intellectual skills. It allow teaching to use purposeful questioning
to guide student discovery and then understanding of game performance.
Students are encouraged to reflect on their participation in order to progress
in play.
(Pill, 2011)

5. Benefits of the Game Sense
Approach
 Engages students in minor and modified game
strategies and concepts where development of
both skill and understanding of tactics of the game
are included.
 Encourages simple modifications to accommodate
varied abilities.
 Maximises student inclusion.
 Modified game rules- to teach a specific aspects
of a game. E.g. invasion sport.
 Promotes development of ‘thinking’ skills.
(Light, 2012, 2013)
(Pill, 2011)

6. Purposeful questioning
 The aim of Game Sense Approach and purposeful
questioning is to develop understanding, skills, values
and attitudes in each student to lead healthy and active
lifestyles.
I. What was the aim of the game?
II. What are the advantages and disadvantages of the
game?
III. What skills did you use when playing?
IV. What have you learned about physical education
throughout the game?
V. What are some concepts you have learned
throughout the game?

7. References:
 Light, R. (2012). Game sense: Pedagogy for performance,
participation and enjoyment. Routledge.
 Light, R. L. (2013). Positive pedagogy for physical
education and sport: game sense as an example.
In Contemporary developments in games teaching (pp.
41-54). Routledge.
 Pill, S. (2011). Teacher engagement with teaching games
for understanding-game sense in physical
education. Journal of Physical Education & Sport/Citius
Altius Fortius, 11(2).