2. What is Game Sense
The game sense approach is a students centred approach which
focuses on the game rather then the technique and skills that
traditional approaches see as needing to be mastered before playing
the game (Curry, 2011).
Game sense involves designing modified games that progressively
move from simple to more complex games. Allowing skills and
understanding to be developed along the way.
During the game, teachers can assess students performance while
providing meaningful feedback which helps the learners
development towards skilfulness and competence (Dyson, Griffin &
Hastie, 2004).
3. What is Game Sense?
Game sense focuses on four game categories: Target, Striking,
Net/Wall and Invasion.
Target Striking Net/Wall Invasion
Archery
Bowling
Golf
Darts
Baseball
Cricket
Softball
Kickball
Tennis
Volleyball
Handball
Squash
Basketball
Football
Soccer
Hockey
Using game sense allows students to understand similarities between
games and explore common principles. The games in each category
have similar tactical problems. Understanding these tactical
problems can assist in transferring skills and performance from one
game to another. (Bunker & Thorpe, 1982; Griffin, Mitchell & Oslin,
1997).
4. Strengths of Game Sense as a
Teaching Approach
The Game Sense approach links directly to the NSW PDHPE
syllabus, particularly in regards to the Games and Sports Strand and
the Active Lifestyle Strand.
In relation the games and sports strand, each student develops
competence in a broad range of modified games. By using a game
sense approach students develop fundamental movement skills and
they progress to more games and sports specific skills, which in turn
fosters positive feeling of success and enjoyment.
The Game Sense approach allows students to adopt an active
lifestyle that improves their overall wellbeing. Students also develop
the skills and attitudes necessary for an active lifestyle.
Game sense also allows students to develop there communication,
problem solving, decision making, interacting and movement skills.
5. Strengths of Game Sense as a
Teaching Approach
The game sense approach allows students to be challenged and it
encourages creativity. This motivates students as they are enjoying
the game and at the same time they are experiencing personal
satisfaction.
In relation to game sense, games are able to be modified and adapted
to involve all students, regardless of their physical ability. This
encourages a positive and inclusive sporting environment.
Game Sense approach encourages students to develop their own
skills and understanding while being actively involved in the game.
By playing the game, students realise the reason for particular skills
and rules that are necessary to play the game successfully. Skill
development then occurs after the students have been exposed to the
game.
6. Strengths of Game Sense as a
Teaching Approach
By using Game Sense approach, teachers may explicitly teach
students how to transfer knowledge they have about one game to
another game within the same category. For example, pickle ball is a
net/wall game, which shares tactical similarities with tennis.
Each game sense category presents tactical problems which must be
overcome in order to score. Through games, students identify the
various tactical problems a game presents and explore solutions to
these problems by making decisions and applying particular
movements and skills without any reliance on the coach. Therefore
intellectual learning is developed through movement.
The Game sense approach allows students to perform in an
environment where decision making, problem solving and skill
development are developed throughout the game.
STUDENTS LEARN A GAME BY PLAYING IT !
7. References
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the
secondary schools. Bulletin of Physical Education, 10, 9-16.
Curry, C. (2011). Using the game sense approach to deliver quality teaching in
physical education. University of Western Sydney. Retrieved from
http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-
to-deliver-quality-teaching-in-physical-education/
Dyson, B., Griffin, L.L., & Hastie, P. (2004). Sport Education, tactical games,
and cooperative learning: Theoretical and pedagogical considerations.
Quest. 56 (2), 226-240, doi: 10.1080/00336297.2004.10491823
Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (1997). Teaching sport concepts and
skills: A tactical games approach. Champaign, IL: Human Kinetics.
