Game Sense Approach

1. Games Sense
Approach
(Teaching Games for Understanding)
MARY ALMAET 18098929

2. Game Sense
 Game Sense (GS) approaches have derived from a US model of
teaching games for understanding (Light, 2006). GS approaches
are less traditional and focus on students playing games rather
than practicing skills in order to develop technique (Pill, 2014).
 This approach allows students to develop their fundamental
movement skills through participating as well as enhancing their
skills in cooperative learning, decision making and problem solving
(Light, 2004).
 Invasion, court-based games, striking/fielding are games which are
modified by rules in order to encourage inclusive behavior and
allow students to develop skills (Pill, 2014).

3. Teaching Games for Understanding (TGfU)
Teaching Games for Understanding (TGfU) is a student centered approach which
requires the learners to make their own decisions in order to successfully participate in a
game (O’Leary, 2015). TGfU allows students to engage in cooperative learning and
team work in order to facilitate a game and achieve the end goal. With this being said,
there is a need for a teacher to facilitate game rules and implement modifications to
games. It is student centered as the rules implemented by the teacher require students
to problem solve and think critically in order to be successful with an activity (O’Leary,
2015).
TGfU provides students with a context to reflect on the skills they have been able to
utilize, reflecting on this process allows them to make meaning from what they have
learnt (Light, 2004). Furthermore, through TGfU students are able to develop the skills of
decision making, tactical undertaking and skill which are all factors that rely on each
other when participating in games (O’Leary, 2015).

4. Fundamental Movement Skills – NSW Department
of Education and Training (2000)
Non-Locomotor skill
- Static balance
Locomotor skills
- Sprint run
- Vertical jump
- Leap
- Hop
- Dodge
- Side gallop
- Skip
Manipulative skills
- Kick
- Catch
- Overarm throw
- Two hand strike
There are 12 fundamental movement skills that students develop through participating
in a wide range of physical activities and are explored through the game sense
approach. These fundamental movement skills are divided into sections which are:

5. Rationale: Linking to Syllabus Content
It is highly beneficial to integrate a Game Sense (GS) Approach into Physical
Development Health and Physical Education (PDHPE) as it allows students to gain a
sense authenticity when learning movement skills as well as develop social skills in order
to communicate confidently with other students (Pill, 2014). This approach encourages
students to work in groups, problem solve and develop their fundamental movement
skills through a hands-on experience of participating in games.
GS promotes physical activity, decision making and encourages students to take
responsibility for the choices they have made within a game setting (Board of Studies,
2007). This approach allows inclusive games to be modified for students in order for all to
participate and lead a healthy lifestyle due to being involved in physical activity (Board of
Studies, 2007: O’Leary, 2015).

6. Ways to teach Students these skills
There are numerous ways to teach students the skills associated
with Physical Education (PE) some of these include invasion
games. This type of GS approach encourages students to
become spatially aware and make decisions in a group
environment. In order to do this teachers are required to give
clear and explicit instructions about the rules, requiring the
students to interpret the execution of the game themselves (Pill,
2014). Some examples of invasion games include netball,
basketball and base run. These games require students to control
the ball, catch, defend, throw and be coordinated which fulfills
the outcomes of the PDHPE Syllabus (Board of Studies, 2007).
(iStockphoto,
2016)

7. Strengths of Teaching Primary PE Using a
Game Sense Approach
Implementing the GS should be taught in Primary PE as it
provides students with the opportunity to collaborate with
others in order to gain understanding of games. GS builds
positive interpersonal relationship skills as students are
required to communicate with others, problem solve and
make decisions which allowed them to use their fundamental
movement skills (Pill, 2016. This is in line with one of the focus’
of the PDHPE syllabus as GS promotes positive social skill
development (Board of Studies, 2007). Skills such as
leadership, cooperation and modifying techniques in order to
achieve a goal are all skills which are utilized when students
are faced with problem solving and cooperation games. An
example of this is the game ‘Traffic Jam’ where students are
required to collaborate and solve the ‘jam’.
(iStockPhotos,2016)

8. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Board of
Studies. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning
areas/pdhpe/pdhpe-K-6-syllabus
Department of Education and Training (DET) NSW. (2000). Get skilled: Get active: A K-6resource to support
teaching of fundamentalmovement skills. Ryde, Australia: DET. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skil led_get_active_booklet.pdf
iStockPhoto. (2016). Black on white silhouette of girls ladies netball player shooting. Retrieved from
https://www.istockphoto.com/au/photo/silhouette-of-girls-ladies-netball-player-shooting-for-goal -
gm600101392-103175303
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and challenges. Physical Education & Sport
Pedagogy, 9(2), 115-131. doi: 10.1080/1740898042000294949
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for understanding. European
Physical Education Review, 22(1), 3-22. doi: 10.1177/1356336x15586177
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society,1-19.