2. What is Game sense? (Towns, 2002)
• Game sense is a teaching method that creates games as
the focus for a PE lesson. It allows students to learn
fundamental movement skills.
• This is a shift from traditional methods of teaching sport,
which focuses solely on teaching skills in isolation to
games through repetitive drills. Through the traditional
methods students are missing the link of how to combine
the skills into an actual game.
• The games sense approach is a series of modified games
that develop transferable fundamental skills. Throughout
these modified games students are provided with tactical
problems which need to be solved during the game. This
method enables students to adapt to various situations
which they may face during a real game and apply their
skills accordingly.
3. How does games sense work? (Phill, 2006)
• The games sense approach involves a variety of modified games.
• The modified games begin with a basic version of the sport/game, this allows students to develop the basic understanding of
the aim and skills required. As students progress and become proficient new restrictions and skills are added. This allows
students to develop a deeper understanding of the skills and the game.
Team games are grouped into four categories.
The division of these games are based on the physical characteristics, primary rules and the fundamental skills required for the
games. These categories are:
Target games: The aim of the game is to hit a target with an object. For example bowling.
Invasion games: This is where one team tried to invade another teams goal area whilst defending their own. For example
football, basketball, netball and soccer.
Net and wall games: This involves games played with a net between two teams or the game is played against a wall.
Striking games: These type of games involve a single player stirking a ball. For example: cricket and baseball.
4. Why are we using Game Sense in 2 Crimson?
(Towns, 2002) & (O’Leary, 2016)
Students high order thinking is challenged as they think about what they are doing and why they need to do it.
The teacher acts as a facilitator posing questions to improve tactical and strategical thinking. This approach
encourages problem solving as students are put into situations where decision making and problem solving
are essential for successfully completing the game.
5. What does Games
Sense look like in
action?
2 Crimson has been learning the skills
necessary to play tennis through the games
sense approach.
Here is a break down of what has happened:
- Students have participated in activities
that representative tennis.
- Individual, partner and small group
activities have taken place
- Appreciation and understanding for tennis
has been developed.
- Techniques and tactics relevant to tennis
have been developed. Students have also
identified other sports these fundamental
skills can be used in.
- Students have engaged in learning
through guided discovery. This has been
reinforced through discussions about
strategies used in the modified games.
- Teamwork and peer learning encouraged
through cooperative and competitive
activities.
6. Benefits of Game Sense?
(Towns, 2002) & (O’Leary, 2016)
• Students are encouraged to become independent and resilient as it is a student centred approach. My
role as the teacher is to have confidence in students to explore, allowing them to discover the skills
and tactics needed for the game. I offer guidance and ask questions to raise awareness.
• The focus is on developing fundamental skills in an enjoyable and realistic environment. Skills are not
learnt in isolation, this in return encourages student participation as use skills as required throughout
the modified games.
• All lessons are flexible which cater to the diverse needs of students.
• Students are learning from one and another in a cooperative environment. Simultaneously students
are gaining confidence in their skills and decision making.
• Students are able to have fun whilst thinking strategically and developing fundamental skills
throughout PE lessons.
• Students develop:
Tactical awareness
Skill execution
Decision making skills
7. Links to the syllabus
(Towns, 2002) & (O’Leary, 2016)
PD2-4 performs and refines movement skills in a variety of sequences and situations
PD2-9 demonstrates self-management skills to respond to their own and others’ actions
PD2-11 :combines movement skills and concepts to effectively create and perform movement sequences
- Students will understand the fundamental movements which are transferable between activities.
- New games will encourage students to use new skills
PD2-10 demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations
- Students will work together as a team and engage in peer learning.
- Effective communication skills will be developed
8. Reference list
NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education K-10
Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for understanding. European Physical
Education Review, 22(1).
Phill, S. (2006). Teaching games for understanding. Sports coach: An online magazine for coaches, 29(2), 1-4.
Towns, J. (2002). About game sense. Retrieved from University of Wollongong website:
http://www.activehealth.uow.edu.au/gamesense/index.html
