Presentation on game sense for parents

1. Game sense and its place in
the classroom.
Created by Miss McLean
(18022155)

2. What is it?
• Game sense is a relatively new approach
that is still being developed (O’Leary,
2016). Game sense is an approach to sport
based on the theory of constructivism,
that puts students at the centre of their
learning (Light, 2006). The teacher’s role
is repositioned from expert to mentor in
the game sense approach, allowing
students to gain and develop strategic
and tactical skills (Pill, 2016). In using
game sense, players are provided with the
opportunity to both improve and develop
their skills as well as develop tactical
intelligence and an understanding of the

3. What does it involve?
The game sense approach involves
designing a game or sequence of games
in order to achieve a particular set of
outcomes. Students are asked
questions in order to stimulate thinking
and reflection, allowing opportunities
for group discussion. For example,
asking students what modifications
could be made to the game to increase
difficulty? Discussion will often lead to
student collaboration and the
formulation of solutions and ideas that
can be tested and evaluated. All while
learning and developing fundamental
movement skills!
(Light, 2016)

4. Why use it in the classroom?
Using game sense in the classroom allows for
the development and achievement of
outcomes within the syllabus. For example:
• COS3.1: Game sense allows for students to
develop communication of ideas and
negotiation skills by encouraging students
to work together and participate in
discussions.
• DMS3.2: Students make decisions
individually and collaboratively.
• MOS3.4: Students participate in games
that allows for application of movement
skills.
• PSS3.5: Questioning in game sense
approach allows students to reflect on
outcomes and think about strategies that
could be used.

5. Why use it continued...
In using this holistic approach in the
classroom, we are focusing on student’s
physical, social and intellectual skills. In
doing this, it motivates students in the
learning of fundamental movement skills.
This approach considers the ability of
the students and caters to them to
create a positive environment where
students are not embarrassed to
participate in class.

6. What are the benefits?
• Increased verbal and non – verbal
interactions occur between students and
teachers, developing social skills.
• Allows opportunity for development of
leadership and planning skills.
• Allows for students to have fun while
learning
• Reflection and discussion occurs allowing
students to gain an understanding of how
the game is played and ways for
improvement.
• Helps students develop problem solving
skills and decision making skills used in
games.
• Creates an environment where students
are not embarrassed to practice and

7. References
Board of Studies, NSW. (c2007). Personal Development, Health and Physical Education
K‐6 Syllabus. Sydney: Board of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal‐development‐health
‐and‐physical‐ education‐pdhpe
Curry, C., & Light, R. (2006). Addressing the NSW quality teaching framework in
physical education: Is Game Sense the answer. Presented at the Asia Pacific
Conference on Teaching Sport and Physical Education for Understanding.
Light, R. (2006). Game Sense: Innovation or just good coaching?, Journal of Physical
Education New Zealand, 39:1.
Light, R. (2012). Game Sense : Pedagogy for Performance, Participation and
Enjoyment. Florence: Taylor and Francis. Retrieved from
https://ebookcentral.proquest.com
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for
understanding, European Physical Education Review, 22:1. DOI:
10.1177/1356336XI5586177
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education, Sport, Education and Society, 21:2. DOI: 10.1080/1357322.2014.912624