2. What is Game Sense?
Game sense is an approach to teaching physical education. This approach was
developed in the 1980s and was derived from the Teaching Games for
Understanding (TGfU) method. Light (2013) suggests that game sense approach
emphasises the idea that developing the skills and understanding for a game should
be accomplished through participating in that game, rather than practising prior to
commencement. Hopper, Butler and Storey (2009) state that the game sense
approach utilises modifications of games, instead of reinventing them. These
modifications are usually designed to target one particular skill that is required to
participate in the game (Pill, 2014). The game sense approach to teaching is a much
more progressive form of teaching physical education as it provide a more inclusive,
safe environment for the students. This comfort is provided through learning skills
as a class in games, rather than individually. This concept breaks down barriers to
involving students that usually do not view themselves as ‘sporty’. These skills that
are acquired are categorised as fundamental movement skills.
3. Fundamental Movement Skills
The game sense approach to teaching fundamental movement skills
creates a more inclusive and engaging environment for students to
acquire new skills. This is due to the fact that the skill is acquired within
the game environment, rather than getting the students to learn the skill
individually and be on display for the rest of the class, making them feel
more comfortable.
The fundamental movement skills are broken down into three categories.
These categories are locomotive (moving), non-locomotive (stationary)
and manipulative (to do with moving an object). Locomotive
fundamental movement skills include running, skipping, hopping and
jumping. The non-locomotive fundamental movement skills include
static balancing and stretching. Finally, the manipulative fundamental
movement skills include throwing, catching and kicking.
The NSW Department of Education (2000) highlights the importance of
acquiring fundamental movement skills as they are the foundations for
participating in any sport. The Board of Studies NSW (2007) support
this idea by implementing the fundamental movement skills throughout
all stages of the PDHPE syllabus.
4. The Use of the Game Sense Approach
The use of the game sense approach is largely beneficial to an individual’s teaching
pedagogies. The game sense approach allows students to be active learners. By
placing the students into a modified game to learn the fundamental movement skills
within a game scenario, the teacher is promoting self-confidence and working
collaboratively with other members of the class. These are essential not only for
PDHPE, but also for their education as a whole. Pill (2014) suggests that the game
sense approach is also beneficial due to the students being able to learn the skills
more effectively as they are broken down and taught through smaller games.
Due to the fundamental movement skills being across all stages of the syllabus, it is
essential that the teacher maintains the relevance to their particular class. This
suggests that the game sense approach is essential when teaching fundamental
movement skills as it allows the teacher to tailor the lesson towards the focus class.
This in turn invokes a sense of purpose for the students as there is meaning and
relevance behind what they are learning.
5. Game Sense Strengths
The smaller games provided through game sense allow for greater retention rates as
the students are only required to concentrate for a shorter period of time. Along with
this, game sense is usually taught through a rotation of modified games. This fast-
paced rotation also promotes engagement as the students are eager to learn a new
skill and sport. However, there must be a limit to the amount of games in the
rotation. This is due to trying to avoid swamping the students with too much new
information. If this limitation is followed then game sense approach will provide the
students with the “knowledge and understanding, skills and value and attitudes
needed to lead healthy, active and fulfilling lives” (Board of Studies, 2007, p. 8).
6. How to Implement Game Sense Pedagogies
The most effective way to implement game sense pedagogies is to start at the skills
most basic level. The game should begin with the most rudimentary aspect of the
skill the teacher is attempting to teach. The skill should then be implemented into
more challenging games, while integrating other skills that have been acquired. An
example of this could be starting with the basic fundamental skill catching. The
teacher could ask the student to throw a large soft ball to them selves in the air,
building up to catching the ball off another student at a distance. This would then
transform into catching a smaller ball, eventually leading to a larger game such as
cricket. This allows the student to gradually perfect the skill, marking off challenges,
in turn giving the students more confidence within themselves and a sense of
accomplishment. This sets the student up with a greater chance at success.
7. References
Board of Studies, NSW. (2007). 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.
Ottawa, Canada: PHE.
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment (pp. 37-47). Routledge.
NSW Department of Education. (2000). Get Skilled: Get Active: A K-6 resource to support teaching of fundamental
movement skills. NSW Department of Education and Training.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education And
Society, 21(2), 279-297.
