2. What is a Game Sense Approach?
• Game Sense develops children’s skills and techniques through
modified games which are designed to encourage teamwork,
communication, decision-making and understanding of
strategy (Light, 2013; Pill, 2014).
• A Game Sense approach uses small sided games to develop
particular skills or tactics needed to play a game or sport.
• Guided Discovery: Using questions and discussions as a
pedagogy to provoke ideas and tactics of which are
suggested, tried and reviewed by the student’s themselves.
3. The 4 Categories of Games
Invasion Striking/Fielding Net/Court Target
Hockey
Soccer
Rugby
Touch Football
Basketball
Netball
Cricket
T-Ball
Softball
Baseball
Tennis
Squash
Volleyball
Badminton
Golf
Bowling
Lawn Bowls
Games are categorised based on similar principles of play, skills needed and tactics.
This enables teachers to implement initial games that develop skills that can be used
across a range of sports. (Light, 2013; Pill, 2013).
4. How is Game Sense implemented?
Warmup/start up activity Designed to get students
moving, warm and ready to
play
Initial game A modified game or activity to
build a certain skill or tactical
understanding
Guided discovery questions Teacher guided discussions to
build understanding and
encourage reflection
Modified game/Game
progression
The game is modified for
students to increase
complexity, based on their
progression of understanding
and skill.
Concluding guided discovery
questions
Teacher guides a discussion of
the lesson and students are
encouraged to share opinions,
feelings and reflections.
These 2
steps are
repeated
several
times in
a lesson
Basic skills and
knowledge of
a game
Refined skills
and specific
understanding
of a game
5. Why Use a Game Sense Approach?
One of the prime motivators for kids participating in sport is for
FUN and SOCIAL INTERACTION (Weinberg et al., 2000; Light, 2002)
Game Sense aims to see students learning new skills as a result of having fun!
Through using a game
sense approach,
students will gain a
greater understanding
of games, whilst
having twice as much
fun as a traditional
approach of drills and
gameplay.
Gives everyone equal
opportunity for
participation & allows
for a variety of skill
levels which is
important, especially in
PE. Maximises student’s
participation & keeps
students moving. Ie.
less talking more
playing.
Teaches students to
reflect on their
strengths. Also
teaches them to ask
themselves not only
why something didn’t
work, but how can a
better result be
achieved- resilience.
Builds on skills such
as communication,
teamwork,
fundamental
movement skills,
leadership, planning,
tactics
6. But most of all, a Game Sense Approach…
ENCOURAGES STUDENTS TO BECOME
CONFIDENT WITHIN THEMSELVES AND
THEIR ABILITIES AND CAN CREATE A
LOVE OF SPORT AND AN ACTIVE
LIFESTYLE FOR LIFE!
7. How Game Sense Links to the PDHPE
Syllabus
(NSW PDHPE Syllabus, 2007)
• COS3.1 (Communicating): Students learn to communicate, negotiate and
compromise during team sports, games and activities
• INS3.3 (Interacting): Students demonstrate encouraging, supportive and
respectful behaviour towards their peers and demonstrate conflict resolution
strategies
• MOS3.4 (Moving): Refines and applies fundamental movement skills depending
on the situation
• GSS3.8 (Games and Sports): Applies and adapts fundamental movement skills to a
range of sports, activities and games and effectively plays as part of a team
8. References
Light, R. (2013). Game sense for physical education and sport coaching. London, UK:
Routledge.
NSW Board of Studies. (2007). Personal Development, Health and Physical Education
Syllabus K-6. Sydney, Australia: NSW Board of Studies.
Pill, S. (2013). Using Appreciative Inquiry to explore Australian football coaches’
experience with game sense coaching. Sport, Education and Society, 20(6), 1-20.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education andSociety, 21(2), 1-19.
Weinberg, R.,Tenenbaum,G., McKenzie,A., Jackson, S., Anshel, M., Grove, R. and Fogarty,
G. (2000). Motivation for youth participation in sport and physical activity:
Relationships to culture, self-reported activity levels, and gender. International
Journal of Sport Psychology, 31, 321–346.
