Game Sense Presentation

1. GAME SENSE
Contents:
- Game sense explained
- The essential movement skills
- Why we teach it
- References

2. Games sense is an approach to Physical Education that focuses on fundamental movement skills and building an
understanding of games. Game sense practice aims to develop students’ decision-making ability and strategic
awareness within a game context (Pill, 2016; Light 2006a, 2006b). Various games are played and can be modified
from any sport. However, the focus is not on game execution but on understanding the purpose of the game, the
skills and strategies involved and how these factors affect play (Pill, 2016; Light, 2013, 2006a, 2006b; Curry & Knijnik,
2013.
Students are involved in improving their skills and tactical thinking to better understand a game and develop their
movement and decision-making ability (Pill, 2016; Light, 2013). In this way, game
sense can be considered both a process and a product. The development of game sense
occurs throughout students’ schooling and is an active and ongoing process for both
students and teachers.

3. On a practical level, the game sense approach uses small-group games to maximise playtime and
interaction between students (Pill, 2016). The games played will often model the skills and movements
of a particular sport. A series of tasks will engage students in refining the game down to its basic
elements, simplifying the skills and movements, and finally extending the game to make it more
challenging (Light, Curry, & Mooney, 2014).

4. Game sense also involves a strong dialogue between students and teacher. Students communicate with
each other throughout play, and engage in focussed discussion as a class with the teacher between play
(Pill, 2016; Light, Curry, & Mooney, 2014). These discussions utilise questioning and inquiry strategies,
requiring students to think critically and actively about the games they are engaged in. Students critique
why they are doing movements and how these contribute to the game.

5. The fundamental movement skills are: static balance (balancing on one foot), sprint run, vertical
jump, side gallop, hop, leap, skip, dodge, catch, two hand strike, kick, overarm throw (NSW
Department of Education and Training, 2000).
This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY-SA

6. Why do we teach game sense?
The game sense approach benefits children as it prioritises engagement. Small group games mean more students
get involved and active in their PE classes. Being in smaller groups also gives further opportunity for social
interaction and inclusion between students. On inclusion, students of all physical ability levels have a role to play in
game sense as both physical skills and problem-solving skills are central.
Students working in collaboration, contributing their unique abilities and understandings, are
essential for any game sense lesson. The amount of variation in game-based activities keeps
lessons interesting, as opposed to traditional, drill-based activities with heavy repetition
and narrow success margins.

7. Students can feel a sense of achievement and learning with every game sense lesson. Success is
based not on their physical ability but their overall understanding of games, which all children are
capable of developing. Certainly, this approach can motivate even the most self-doubting students to
engage in physical activity as their performance is not assessed or made essential to the activities.
This sentiment is reflected in the New South Wales PDHPE Syllabus (2007), where the
development of healthy, active lifestyles and positive relationships in students are the primary aims.
Furthermore, communicating, moving, and problem solving are
shared goals of game sense and the syllabus (Board of Studies, 2007).
Further benefits to game sense

8. References
Board of Studies, NSW. (2007). Personal development, health and physical education K‐6 syllabus. Sydney: Board of
Studies. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b- bf3c-
d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
Curry, C., & Knijnik, J. (2013). Physical education and the after-school sports program in Australian schools: Barriers and
challenges for the 21st century. In: J. R. Chepyator-Thomson & Shan-Hui Hsu (Eds.), Global perspectives on physical
education and after-school sport programs (pp. 231-249). Boulder: University Press of America.
Light, R. (2013). Game Sense for physical education and sport coaching (pp 37‐47). Abingdon: Routledge.
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1), 8-19
Light, R. (2006). Introduction: The games approach to coaching. Journal of Physical Education New Zealand, 39(1), 5-7
Light, R., Curry, C., & Mooney, A. (2014). Game sense as a model for delivering quality teaching in physical education.
Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81. doi: 10.1080/18377122.2014.868291
NSW Department of Education and Training. (2000). Get skilled: Get active. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society,
1‐19. doi: 10.1080/13573322.2014.912624