Game sense is an approach to teaching physical education and sports that was developed in Australia in the early 1990s based on the Teaching Games for Understanding (TGFU) model. It focuses on developing students' tactical understanding, decision-making, and overall sense of games through problem-solving and modifying game environments rather than focusing on skills. A game sense approach is suitable for all ages and skill levels and aims to increase participation and enjoyment through manipulation of time, risk, and space. It focuses on four main categories of team games: invasion games, striking/fielding games, net/wall games, and target games.

1. Game Sense Approach
Mr. David Stuart 2S

2. Background information of the development
of game sense approach.
• Game sense is one of a number of PDHPE approaches. However game
sense is a sport specific replication of Teaching Games for
Understanding (TGFU) modelled on Bunker and Thorpe (Pill, 2012)
• The game sense approach was established in the early 90’s, in
Australia, thanks in large to the collaboration amongst the Australian
Sports Commission, Rod Thorpe, and Australian coaches (Light &
Robert, 2010)

3. What is a game sense approach
• A game sense approach allows the student’s to build particular areas of skill such
as tactical understanding, reading the game, decision-making, player
independence and an overall sense of the game (Light & Robert, 2010)
• The game sense approach focusses entirely on developing students’
understandings of physical activity by applying thinking skills through the use of
problem solving
• A game sense approach allows teachers to help students learn in an arranged
environment, where students can be challenged to meet the requirements of the
game and reflect on the questions being discussed rather than being told what to
do (Light, 2006)

4. The importance of game sense
• Games are modified in a way that increases the student’s motivation
and participation
• Game sense is suitable for all ages, with different skill levels. It
manipulates time, risk and space to promote students’ performance
in games

5. The four categories of team games that a
game sense approach focuses on
• Invasion Games – soccer, basketball, netball, and hockey
• Striking/Fielding Games – cricket, baseball, and tee-ball
• Net/Wall Games – tennis, and volleyball
• Target Games – golf and archery

6. Why choose game sense in 2S?
• The game sense approach follows and meets a number of outcomes mentioned in the NSW Board
of Studies personal Development, Health and Physical Education K-6 Syllabus
• Using a game sense approach promotes children’s development in playing games and in
understanding safe, fair play, the benefits of play and cooperation and effort and practice
• Game sense allows the students’ to learn and practice their fundamental movement skills such as
running, walking, jumping, catching and kicking
• The selected games allow me to to modify them, enabling participation from all students’. A game
sense approach aims to involve all students and allows them to make changes while playing the
game

7. Strengths of game sense
• Game sense is a non-technique based, non-directive approach
• It uses a constructivist view
• It is a student centered approach
• It allows for higher student participation
• A game sense approach allows students’ to engage in physical activity and play games with
excitement and enjoyment
• It promotes students’ learning experiences and communication skills
• It helps children remain healthy and be physically active
• It helps develop cognitive, social and physical learning

8. References
• Light, R. (2006). Game sense: Innovation or just good coaching? Journal of
Physical Education New Zealand, 39(1), 8-19.
• Light, R., & Robert, J. E. (2010). The impact of game sense pedagogy on Australian
rugby league coaches’ practice: A question of pedagogy. Physical Education and
Sport Pedagogy, 15(2), 103-115.
• Pill, S. (2012). Teaching game sense in soccer. Journal of Physical Education, 83(3),
42-52.