Why a game sense approach is vital when teaching primary pe

1. GAME SENSE
BY NATALIJA VELJOVIC

2. WHAT IS A GAME SENSE APPROACH?
Game sense is a relatively new approach to coaching and
teaching where games are the main focus of the lesson. Students
are encouraged to be more tactical, aware and make better
decisions when playing a game. Game sense is aimed at teaching
children to develop skills within a realistic context as well as to
think strategically about game concepts.
Most importantly though, TO HAVE FUN!
(Breed & Spittle 2011)

3. CONT.
Games are considered to be more fun, which is why the game
sense approach offers a highly effective form of developing skills
as the techniques children will be learning are learned in a real
life game situation.
Game sense also links with teaching the syllabus content of
Games and Sport where a student will apply movement skills in
games that require communication, cooperation, decision
making and observation of rules GSS3.8.
(BOS, NSW, 2012).

4. TGFU MODEL
Teaching Games for Understanding (TGfU) was developed in
1982 by Bunker and Thorpe. They proposed this initiative as a
shift from the highly structured content-based approach lessons
to more student-based approach.

5. FUNDAMENTAL MOVEMENT SKILLS
These skills are learned acts that are essential for playing games
and are fundamental to the game sense approach
-The catch - the side gallop
-The hop - the vertical jump
-The leap - the sprint run
-The dodge - the two-hand strike
-The kick - the static balance

6. WHY AM I USING A GAME SENSE APPROACH
FOR TEACHING?
A game sense approach is the way of the future when it comes to
educating youth about sport. We place too much pressure on
focusing on the preparation and the mechanical sides of
coaching that when it comes to playing the actual game, children
are disinterested and will not participate to the best of their
ability. Game sense allows children to freely play and incorporate
skills throughout the game. It provides greater freedom and
independence for the children yet at the same time they are
learning and developing vital skills.
As a teacher, I have identified that through my observation of
student engagement in lessons, it has motivated me in
continuing the use of a game sense approach.

7. GAME SENSE STRENGTHS AS A TEACHING
APPROACH
Too much emphasis on skill development can be overwhelming
to students in the long run. Another strength that game sense
provides, is that it focuses on the teacher or coach to step back
from the centre of the learning process and promote student-
player-centred coaching and questioning that challenges the
children. It also provides flexibility for the coach or teacher to
modify the games so that children of all capabilities participate
fairly.

8. REFERENCES
Breed, R. & Spittle, M. (2011). Developing game sense through tactical
learning. Victoria: Cambridge University Press.
Hopper, T., Butler, J., & Storey, B. (n.d.) TGfU…simply good pedagogy:
Understanding a complex challenge. PDH Canada. Canada.
NSW Board of Studies. (2007). NSW Syllabus for the Australian
Curriculum: PDHPE K-6 Syllabus. Sydney, Australia: NSW Board of
Studies.
Towns, J. (2002). About game sense. Active Health. University of
Wollongong.
Townsend, G. (2007). Game sense. Rugby Football Union. Gloucester,
England.