2. FAQ 1:
What is
Game
Sense? Game sense is made up of small sided, modified versions of full
games or sports (Pill, 2014).These games focus on both tactical
and technical skills and can be adapted to suit students of all ages
regardless of skill and motivation levels (O’Leary, 2015; Curry,
2011).
Game sense is a student centred approach to teaching sport and
fundamental movement skills. It is about more than physical
education because it also focuses on social skills, thought
processes and decision making (Pill, 2014). 2M uses a game sense
approach to work towards syllabus outcome GSS1.8- “perform
fundamental movement skills with equipment in minor games”
(BOS NSW, 2007).
3. FAQ 2: How is it
student centred?
Through their own experiences, students learn what to do rather than
being told what to do. Students are challenged to think about the game and
its processes and make adaptations based on their findings (O’Leary, 2015).
The teacher is a facilitator of activities in game sense rather than a
participant.The teachers monitors safety, participation and skills.The game
remains student centred through inquiry based questioning by the teacher
(Light, 2013).This may occur during a game, or following a game to debrief
and reflect (Truong, 2018).
Examples of questions aimed at directing student centered learning:
• Is your current strategy working?
• Has everyone felt as if they are part of the game? How can we change it
so that we are all involved?
• Would someone like to demonstrate their skills (technical or tactical)?
• What did you do when ______ happened? How did that effect the game?
4. FAQ: 3 How
does learning
happen during
game sense?
Through game sense, students are introduced to a
wide range of games or sports providing positive and
enjoyable experience. Rather than learning a skill separate
from the game or sport, game sense develops and refines
skills whilst playing games (Light, 2013).This means
students do not need prior knowledge or experience. Once
students refine a technical or tactical skill, the game can be
modified to increase the complexity so that all participants
are constantly challenged. (Light, 2013). Progressively
games get more difficult and resemble the full scale
version of a sport or activity. Most importantly, the games
are fun, which means students are engaged and
participating.
5. FAQ 4: What skills will students develop?
Through game sense, students develop necessary sport and movement
skills including tactical and technical skills (MOS1.4 ). They also learn:
- Effective communication skills (INS1.3)
- How to make physical activity enjoyable (ALS1.6).
- How to play safe and how their decisions can influence others
(SLS1.13,).
These skills are outcomes from the PDHPE syllabus.
• MOS1.4 Demonstrates maturing performance of basic movements and
compositional skills in a variety of predictable situations.
• INS1.3 Develops positive relationships with peers and other people.
• ALS1.6 physical activity, recognising that it can be both enjoyable and
important for health
• SLS1.13 their safety depends on the environment and the behaviour of
themselves and others.
References: O’Leary, 2015; Pill, 2014; BOS NSW, 2007.
To read the PDHPE syllabus,
click here: BOS syllabus.
6. Game sense can be used to teach both sports and fundamental
movement skills. In Stage 1, students are learning the fundamental
movement skills of “hop, side gallop, skip, overhand throw, kick and
two-handed strike” (BOS NSW, 2007, p.14).
Before being implemented in schools for education purposes,
sports coaches used game sense to teach their players (Pill, 2014; Light.
2013). It can be used to teach any sport; some examples include:
basketball, AFL, netball and cricket.
FAQ 5: Is GAME SENSE
INCLUSIVE FOR ALL
STUDENTS?
7. FAQ 6: What sports can be
taught using a game sense
approach?
One benefit of a game sense approach is that students do not require
skills to play a game, they develop skills as they learn (Light, 2013). During any
game, a teacher can assist individual students by leading explicit coaching
while the rest of the class continues to play their game (Light, 2013).
A game can be modified to include all students at all levels making it a
very inclusive approach to teaching sports and fundamental movement skills.
For example, limitations on the time one person can hold the ball or the
number of passes of a ball can increase inclusive practices (Truong, 2018).
8. References
Board of Studies, New South Wales(2007). Personal Development and Physical Education
K-6 Syllabus. Sydney: Board of Studies. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-
bf3c- d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
Curry, C. (2011) Using the Game Sense Approach to Deliver Quality Teaching in Physical
Education. Retrieved from https://learning21c.wordpress.com/2011/11/27/using-
the- game-sense-approach-to-deliver-quality-teaching-in-physical-education/
Light, R. (2013) Game sense pedagogy for performance, participation and enjoyment. New York:
Routledge. ProQuest.
O’Leary, N. (2015). 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, 21:2, 279-
297, DOI: 10.1080/13573322.2014.912624
Truong, S. (2018) Game sense; Body education; Diversities 102072 Week 2. [lecture notes
retrieved from VUWS]
