Pdhpe Assignment 2

1. Game Sense
What is it?
Why is it important?
What are the benefits?
Practical Application

2. What is Game Sense?
• When we think about the term “game sense”, typically we may think about children having a natural
intuition and intellect to play “games”. Aspects of this are somewhat correct however it is so much
more!
• Game sense in PDHPE is a student centered inquiry-based approach to learning.
This means that the students are in control of their own learning experiences by applying their own ideas
to prior/existing sports to facilitate their own learning.
It is not entirely essential for the children to have mastered skills of athleticism or physical development
to be involved as it focuses predominantly on the “game” aspect. This creates an inclusive, non gender
biased, and fun environment for the children to thrive.
(Forrest, Webb & Pearson, 2007)

3. • System developed in 1990’s according to
the theoretical work of Bunker &
Thorpe. Model is based on “Teaching
Games for Understanding (TGfU).
(Zuccolo, Spittle & Pill, 2014)
• Places emphasis and importance on the
aspect of play. Does not discredit
traditional methods however suggests
improvement comes from participation
as opposed to the game emerging after
the skills have been learnt. (Pill, 2012)

4. Why is it
important?
Game sense emphasizes coaching and sport
teaching as an educational endeavor. This means
children will actively find ways to maneuver their
bodies/actions during the game in a tactical sense
to achieve their goal (Game intelligence) rather
than technique first coaching. (Pill, 2012)
Often children have a misconception that all
sports require exceptional skill and competitive
nature. The negative aspect of traditional
coaching methods is the focus on the “win or
lose” result of the game. It is not often that
appreciation given to the processes involved with
student development such as improvement of
fundamental movement skills (running, catching,
throwing, dodging etc.

5. Benefits of Game Sense approach
• Children are all included in the activity/game without gender bias, skills bias or segregation.
• Cognitive engagement
• No such thing as an “incapable” child/game player.
• Builds Fundamental Movement Skills
• Every child’s participation is important and recognized.
• Adaptable according to Stage/grade
• Builds confidence
• FUN!!
(Webb, Pearson, Forrest 2006)

6. 4 CATAGORIES
• Based on the Bunker-Thorpe model, game sense approaches to
learning/teaching can be classified into 4 categories:
• Invasion games : Hockey, Football, Soccer etc.
• Net to Wall/Court: Tennis, Volleyball etc.
• Strike and Field : Baseball, Softball, Cricket
• Target: Golf, Archery, Ten Pin Bowling
• Improves:
• Decision making
• Tactical thinking/ Problem solving
• Skill execution and Performance
• (Webb, Pearson, Forrest 2006)

7. Practical
Application
• Educators wishing to implement a
game sense approach to learning must
consider the limitations of their
students' abilities.
• Therefore is it important to start off
with a less technical activity and build
upon the student capabilities without
crossing a threshold where students
feel incapable or unable to participate.
• Debriefing with students and
gathering feedback for assessment is
essential for future implications.
•

8. References:
• Forrest, G. J., Webb, P. & Pearson, P. (2007). Games for understanding in pre service teacher
education: a 'game for outcome' approach for enhanced understanding of games. In R. Light
(Eds.), 2006 Proceedings for the Asia Pacific Conference of Teaching Sport and Physical Education
for Understanding (pp. 32-44). Sydney: University of Sydney.
• Zuccolo, Ashleigh & Spittle, Michael & Pill, Shane. (2014). Game Sense Research in Coaching:
Findings and Reflections.
• Pill, Shane. (2012). Teaching Game Sense in Soccer. Journal of Physical Education, Recreation &
Dance. 83. 42-52. 10.1080/07303084.2012.10598746.
• Webb, P, Pearson, P & Forrest, G, Teaching Games for Understanding (TGfU) in primary and
secondary physical education, ICHPER-SD International Conference for Health, Physical Education,
Recreation, Sport and Dance, 1st Oceanic Congress, Wellington, New Zealand, 1-4 October 2006.