The game sense approach is a sport pedagogy developed in 1990 through collaboration between the Australian Sports Commission and Rod Thorpe. It is modeled after Teaching Games for Understanding and challenges the traditional sports technique approach. Game sense focuses on guiding players to understand the tactical complexity of games while developing movement skills. It involves modifying game rules to target skills and develop meaningful learning in game-like conditions. The benefits of game sense include engaging students to develop tactical understanding and skills, allowing teachers to modify games to focus on skills, and increasing student decision making and problem solving. It also encourages the development of fundamental movement skills.

1. GAME SENSE
APPROACH
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2. What is Game Sense Approach?
■ Game Sense was developed in 1990, through the collaboration
between the Australian Sports Commission and Rod
Thorpe.(Pill.2014
■ Game sense is a sport-specific duplication of teaching Games for
understanding (TGfU), Modeled on Bunker and Thorpe (Pill,2014)
■ Games sense challenges the traditional directive sport-as
technique approach (Pill, 2014)
■ The decision making and motor competency to execute the
decision for a successful outcome in a game situation”
(Pill, 2007).

3. What is game is game sense?
■ It focus on guiding player to understand the game and to appreciate it tactical
complexity, while providing the opportunity to develop and then refine the movement
competencies necessary to successfully meet the challenges presented with the
game.
■ A critical element of game sense is the element of questioning as it “engages player
in learning by encouraging them to think and talk about the tactical and technical
aspects of play (Light,2006, p.9)
■ Games sense involves the modification of games such as soccer, cricket and netball
to name but few, by changing the rules or parameters of certain games to target
movement skills and to develop meaningful learning (Light,2006)
■ The game sense approach to learning allows for students to practice in a realistic
environment to improve their skills and knowledge of game in game-like condition
(Neald,2004)

4. Benefits of Game SenseApproach
■ Game sense engages students to develop skills and understanding of the tactics of the
game.
■ Game sense allows teachers to modify the game to focus on the tactical skill.
■ Game sense allows students to play with a purpose
■ Increase decision- making and problem solving skills
■ Students self evaluate their OWN skills
■ Creates ‘tactical aware’ players (game sense pedagogies)
■ Inclusive for both emergent and advanced learners
■ Motivating and encouraging
■ Encourages fundamental movement skills

5. Fundamental movement skills:
1. Locomotor skills
• Run
• Jump
• Hop
• Gallop
• Leap
• Dodge
2. Non-locomotor skills
• Static
balance
• Bend
• Sway
• Twist
• Turn
3. Manipulative
• Catch
• Throw
• Kick
Det recommends:
*Planning and development of
fundamental movement skills need
to occur at a whole-school level
*School should aim to allocate a
mimimum of 120 minimutes per
week
*These skills are considered to be
essential if students are to
participate successful in the many
physical activities, game and sport
offered in our community.

6. Rationale
The game sense is an effective approach in
engaging students in PE, as it makes the players play with a purpose by
focusing on the specific environment, movement competencies and
game understanding.Through these focuses, the game sense is able to
increase and enhance the skills of problem solving and decision-making.
The Game sense allows students to achieve the fundamental skill in
movement by permitting the game to be modified to meet the tactical
skill of players. It does this by increasing or decreasing the rules of the
game. For example, if modified netball is being played the teacher may
tell the students that they cannot run with the ball and can only pass or
the teacher may set the amount the times the ball can go around one
team before being sent over to opposition team.Therefore supporting
and engaging all it players in a positive environment.

7. Syllabus Outcomes
The Game sense relates the NSW K-6 PDHPE outcomes:
MO53.4 Demonstrates maturing performance of basic movement
and compositional skills in a variety of predictable situations
IN53.3 Develops positive relations with peers and other people
P553.5 Draws on past experiences to solve familiar problems
GSS3.8 Performs Fundamental movement skills with equipment in
minor games
(Board of Studies, 2007)

8. Reference list
■ Get Skilled: Get Active (NSW DET, 2000). http://www.curriculumsupport.education.nsw.go
v.a u/p
■ Light, R. (2013). Game Sense: pedagogy for performance, participation and enjoyment. Ch
apter 4 (pp 37‐47). Online Book through WSU library.
■ O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for under
standing. European Physical Education Review, 22(1),
■ PDHPE K/6 Syllabus (Board of Studies NSW, 2007). http://k6.boardofstudies.nsw.edu.au/go
/personal‐ development‐health‐and‐physical‐education‐pdhpe
■ Phil, S. (2014) Developing Netball Game Sense: teaching movement and tactical skills.ACH
PER, chapter 1 (pp 1‐12)
■ Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 1‐19.