2. WHAT IS GAME SENSE?
Game sense is an approach to sporting that modifies activities by:
Encouraging simple modifications (easier or harder) to accommodate varying
ability levels, therefore maximising inclusion and challenge.
Modifying game rules, the playing area or the equipment in order to create
inclusive environments for students of all levels and encourage participation. An
example of this is providing lighter bats or a different type of bat for a student in
cricket that has trouble swinging the heavier one. Another example is making
considerations for students with disabilities such as a student on a wheelchair. This
can be ensuring the area they are participating on is flat & there are no hazard that
could possible inhibit them from participating.
promoting the development of ‘thinking players’.
Game sense is an invaluable tool that has been incorporated in all of student’s of 2A’s
PDHPE lessons.
3. Game sense places emphasis on cognitive aspects of a game like
tactical understanding and awareness instead of the levels
of skill and technique of the players (Light, 2004).
- The first step of Game Sense helping students understand the procedure of a game.
- Students then recognise problems in a game that require solving.
- They develop a deeper understanding of the game and the ways the rules modify and shape it.
- Students finally incorporate movement principles and use experimentation to develop their
own tactics.
- Once students are comfortable in executing tactics in the context of the game, the teacher are
then moves them onto “technical instruction” of the game. (Towns, 2002)
4. Why is GAME SENSE important in PE?
It aims to keep all students engaged, participating and moving
Modifications are continuously being made to meet skill levels so that students are
always facing a good level of challenge
It continuously fosters decision making skills which is a crucial life skill in order to
function in any situation (Castro, 2012)
It encourages physical literacy skills that include problem solving, perception of the
environment around them and ‘anticipation of potential patterns of play’ (Castro,
2012)
5. GAME SENSE fosters stage 2- 2019 PDHPE
Syllabus outcomes:
PD2-4
performs and refines movement skills in a variety of sequences and situations
PD2-5
applies strategies to solve movement challenges
PD2-11
combines movement skills and concepts to effectively create and perform
movement sequences
(Board of Studies, 2019).
6. Strengths of GAME SENSE as a teaching
approach
Utilising 'Small Sided Grid Games' (3 v 3 or 5 v 5, instead of 11 v 11 or 13 v 13, in small areas rather than full sized fields/courts). Small sided grid games allows each
participant: more action, exposure to game scenarios, a chance at conflict resolution, self management opportunities, practice in negotiation, more space, more attack
opportunities and more defence opportunities.
It gets the kids into the action early. The skilful kids love being 'set free' to show their stuff, while the lesser skilled students feel like they are 'doing it' right away.
Getting students into a game situation early is a great method of formative assessment. I can see where the skill level is at and start to form ability groupings, and with
discussions and debriefings I can get a feel for the level of prior knowledge regarding rules and strategies.
Class discussions allow for students to drive the conversation towards what they want to know.
Small sided grid games makes ability groupings easier. - kids play at their level - build confidence, experience success and failure in an environment that won't turn
them off. I can move players up or down during the game if more/less challenge is required.
I can set up different rules for each game. This shows students that it is ok to modify the rules (problem solving) in order to make a game more
suitable/challenging/fun.
When students are comfortable that they know how to play, they will attempt more difficult moves/skills
7. Board of Studies, NSW. (2019). Personal Development, Health and Physical
Education K-6 Syllabus. Sydney: Board of Studies (2019)
Castro, J. (2012). Game sense: pedagogy for performance, participation and
enjoyment. Sports Coaching Review, 1(2), 157-159. doi:
10.1080/21640629.2013.790176
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and
challenges. Physical Education & Sport Pedagogy, 9(2), 115-131. doi:
10.1080/1740898042000294949
References
