Game Sense Approach

1. What is Game Sense?
Why do we use it?
Miss Shujauddin – 3 Lime

2. What is a Game Sense Approach?
When teachers teach students how to play sports and games, there are many
different approaches they can use. In the past, teachers would use a
traditional approach to teaching sports and games (ASEP, 2006). The
traditional approach to teaching games involves the teacher first teaching the
students the skills that are needed in the game (ASEP, 2006). This means that
the skills would be taught and practiced before students actually play the real
game (ASEP, 2006).
To put this into context, I will give an example of how soccer was traditionally
taught. Students would be taught how to run while controlling the ball, kick the
ball and receive the ball. Students would also be taught the rules of the game
in its entirety, so that they are aware of what is happening in the game. These
skills would be taught independently and students would master these skills
and gain knowledge about the game before actually playing the game. Once
students had mastered the game, they would actually start playing the game.

3. Though it seems like this approach to teaching soccer makes sense and
is highly effective, there are some drawbacks to this approach. This
includes the fact that students are taught skills in an abstract way that is
out of context (APES, 2006). Students are not learning how to integrate
these skills into the game and when and how to use it effectively (APES,
2006). Another drawback to the traditional method is that learning these
skills is boring and tedious for students, who are generally excited to
start playing a “real” game of sport (APES, 2006).
Over time, there have been various other alternative approaches to
teaching games and sports that have been developed and tested. One of
these approaches is the Game Sense approach, and this is what we use
in our school to teach your children!
A Game Sense Approach (cont.)

4. A Game Sense Approach (cont.)
The Game Sense approach to teaching games involves students first
playing modified games with limited knowledge or skills (ASEP, 2006).
Students will first be engaged in an easier modified version of a game.
For example, continuing with the earlier example of soccer, students
could be playing a game of three students versus three students, where
students just need to make two passes and then aim to score a goal.
This modified game serves as an introduction, where students are able to
focus and develop one or two skills whilst also playing the game and
building their experience. The next step after having students play a
modified game, is to step into the game and direct students about what
they are doing wrong (ASEP, 2006). However, teachers take care to not
explicitly inform students of what they are doing wrong but instead ask
questions in order to guide students to the correct approach (ASEP,
2006). The next step after this is for teachers to explicitly inform
students of what they need to do (ASEP, 2006). The last step will be for
the teacher to create more games for the students to practice their skills
that they have gained (ASEP, 2006).

5. What are the Strengths of Using a Game Sense
Approach?
 Students are able to learn skills while they are playing modified games.
This makes learning the skills more enjoyable for students! Students do
not have to listen to the teacher explain the skills and practice them in
a dull routine.
 The Game Sense approach lets students develop their skills while they
are playing the game and this means they understand why they are
learning the skills and how they can use it in a real game (APES, 2006).
 Research and literature show that a Games Sense approach is more
effective than a traditional approach (Pill, 2016).
 The Game Sense approach is essentially employing a constructivist
approach to learning sport and game skills, where students are able to
engage and explore before the teacher explains content to the
students. Research shows that constructivist approaches to education
are very beneficial (Slavin, 2012; Woolfolk & Margetts, 2016).

6. What are the Strengths of Using a Game Sense
Approach?
 By using the Game Sense approach, we are able to increase student
engagement in sports and games and this helps us to meet the aims of
the PDHPE syllabus. The aims of the PDHPE syllabus include equipping
students with the skills and knowledge that enable them to live active and
healthy lives (Board of Studies, 2007). Through using the Game Sense
approach, we are equipping students with the various skills that are
needed to play sports and games (Board of Studies, 2007).
 Using a game sense approach allows your children to learn skills within
the game so that they become second nature. This makes them better
players at games.

7. References
American Sport Education Program. (2006). Coaching Youth Soccer (4th ed.). Champaign, IL:
Human Kinetics, Inc.
Board of Studies, NSW. (2007). Personal development, health and physical education K-6
syllabus. Sydney: Author. Retrieved from NESA website:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/ learning-areas/pdhpe/pdhpe-k-10-
2018
Pill, S. (2016) An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 21(2), 279-297. doi: 10.1080/13573322.2014.912624
Slavin, R.E. (2012). Educational Psychology: Theory and Practice. Boston, United States of
America: Pearson.
Woolfolk, A., & Margetts, K. (2016). Educational Psychology. Melbourne, Australia: Pearson
Australia.