Game sense approach

1. GAME SENSE APPROACH
Overview:
Before the 1980s, the teaching of games focused on teaching the
technical skills required to play the game (Hopper et al., 2009).
Unfortunately, this approach proved to be problematic as children who
could not perform these skills did not want to participate in the game
due to a lack of confidence (Hopper et al., 2009).

2. ALTERNATIVE APPROACH - Teaching Games for
Understanding (TGfU)
“humanistic approaches to physical
education” (Hopper et al., 2009).
An alternative approach moved towards
the idea that game-centered activities
provided a positive and highly
motivational setting for all participants
(Hopper et al., 2009).
TGfU employs a learner-centered
approach that places emphasis on
participation rather than the actual
result of the game itself.

3. Rather than telling players what to do, the game sense
approach allows players to think and talk about the game
and how to best play it in terms of tactics (Light, 2006).
Through asking prompting questions the teacher/coach
encourages and guides players through problem solving
(Light, 2006)
“Games-based approaches such as game sense offer for the
improvement of children’s and young people’s experiences of sport”
(Light, 2006, p. 17)

4. RATIONALE
As discussed in the New South Wales syllabus for Personal Development,
Health and Physical Education (PDHPE), programs are designed to increase
participation, provide positive experiences and empowering children to make
healthy life long choices. Also in the syllabus is the importance of providing
students with the opportunities to participate and develop self-esteem through
social interaction.
With this in mind and relating it back to the previous slides, it is clear that a
game-sense approach has benefits in engaging student participation. By
removing the importance of ‘competition’ and results (winners/losers), and
focusing on participation students will have better experiences of physical
education.

5. Strengths
By using a game-sense approach to teaching physical education, students are given the
opportunity to develop skills at their own pace whilst actively engaging in games and/or
activities.
By removing the concept of winning and losing and allowing students to just play, the game
becomes less intense and all about fun and involvement.
Therefore, a game-sense approach has the benefit of allowing people of all levels of ability to
actively engage in the game without the fear of failure.
The game-sense approach moves away from traditional coaching methods in that it allows
players to actively think, discuss and reflect on the game, giving them a sense of ownership
of their involvement.
In terms of team games, for children to have positive experiences at an early age, using a
game-sense approach is most effective as it builds communication and problem solving skills
in a social environment.

6. References:
• Hopper, T., Butler, J., & Story, B. (Eds.). (2009). TGFU – simply good pedagogy:
understanding a complex challenge. Vancouver, CA: Physical and Health
Education Canada.
• Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of
Physical Education New Zealand, 39(1), 5-6.