Games Sense Approach & Rationale

1. GAME SENSE
APPROACH
E X P L A N AT I O N & B E N E F I T S O F T H E A P P R O A C H
F O R S T U D E N T S

2. WHAT IS GAME SENSE?
• A Game Sense approach is a new approach to teaching physical activity in schools.
• Game Sense utilises a player-centred approach to teaching and learning, putting the
needs and abilities of students over the importance of the result of the game
(Mandigo et. al., 2008).
• Traditional approaches focus on students obtaining fundamental movement skills prior
to implementing them into games.
• Game Sense however teaches SKILL and GAME UNDERSTANDING simultaneously
allowing for an inclusive learning environment whereby all students varying skill levels
are acknowledged through enjoyable, modified learning experiences (Chen & Light,
2006).

3. WHY GAME SENSE?
• Game Sense allows students to learn through a range of modified games in order to
place an emphasis on understanding of skills required, tactical awareness, decision
making, communicating, problem solving and the development of skill (Chen & Light,
2006).
• As opposed to learning the skills required for a particular sport prior to participating in
a game related to the particular skill, game sense focuses on introducing movement
technique and skill through a number of games which enable the teacher to provide
students with contextual understanding for each of the fundamental movement skills.
• Game Sense offers students the ability to develop tactical understanding of games
before they learn the appropriate skills and techniques (O’Leary, 2016).
• In doing so students can see how a range of movements and skills can be applied and
inter-related to the understanding of particular games (Pill, 2014).

4. WHY GAME SENSE?
CONT…
• Within the game sense approach, games are categorised according to the similarity of
tactics required as well as the use of similar skills.
• These categories are Invasion, Striking & Fielding, Net & Wall, and Target games.
• The grouping of various games into these categories enables teaching for the transfer
of concepts and skills between games, allowing student to apply their skills across a
range of learning experiences (Pill, 2014).

5. GAME SENSE RATIONALE:
• Game sense is of great benefit to students as it allows for cognitive development
(spatial awareness & tactical understanding).
• Game sense utilises game modifications in order to accommodate for the varying
ability levels amongst students, maximising inclusivity and challenge in PE lessons.
• Game sense increases the motivation and engagement of all learners, not just those
who are physically skilled. This is achieved by engaging students with the
understanding of the game before introducing techniques and skills which may make
them more successful.
• It also allows students to make meaning of the skills and strategies which they are
learning by providing time for questioning, discovery and evaluation.

6. GAME SENSE RATIONALE
CONT…
• Game sense keeps all students engaged and participating in physical education. This
means less time is wasted standing around waiting for other students to acquire the
target skill and more time is spent on student development and understanding of
strategies which can help them improve.
• A significant focus is placed on student development of knowledge, skills and
understanding throughout each stage presented within the PDHPE Syllabus.
• Game sense offers teachers of PDHPE the ability to facilitate conversations and
learning about not only fundamental movement skills but also decision making and
problem solving, all important aspects of games as well as the NSW syllabus outcomes
(Board of Studies, 2007, P.14).

7. REFERENCE LIST
Chen, S., & Light, R. (2006). 'I thought I'd hate cricket but I love it!': Year six students'
responses to Game Sense pedagogy. [Paper in: Youth Sport in Australia and New Zealand.
Light, Richard and Pope, Clive (eds).]. Change (Sydney, NSW), 9(1), 49-58.
Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children’s motivational experiences
following autonomy-supportive games lessons. European Physical Education Review,
14(3), 407-425.
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for
understanding. European Physical Education Review, 22(1),
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. S
port, Education and Society, 1‐19.
PDHPE K-6 Syllabus (Board of Studies NSW, 2007).
http://k6.boardofstudies.nsw.edu.au/go/personal‐development‐health‐and‐physical‐education
‐pdhpe