2. Your children in
the spotlight!
Game sense focuses on
your child, allowing them
to build and develop
their skills and
knowledge all whilst
being physically active
(Pill, 2016).
3. What is Game Sense?
Game sense is a student created, inquiry based approach in sports education
(Pill, 2016), which focuses on playing games to achieve skills rather than the
learning and practicing skills before playing games (Light, 2013).
Placing students in real time game situations to acquire and develop skills,
within minimal coaching.
Students learn techniques through participation in a real life game scenario.
4. Game Sense means ….
• Just having fun
Enjoying the activity with peers without focus on skills,
talents or winning.
• Thinking
Observing the game play and thinking about how to achieve
goals and aim of the game.
• Communicating
Communicating with peers, talking about strategies including
all team mates in the game.
• Challenging
Challenging themselves and encouraging their peers to give it
a go!
(Light, 2013)
5. Game Sense Model
The model presented was developed by Bunker &
Thorpe (1982).
This model shows us the progression that students
undertake
• Firstly, students are able to recognise the game and
the problems associated with it
• Secondly, students develop an understanding of the
rules that shape the game through decision making
• Third, students are introduced to tactics, movement
practises in order to execute skills and develop
higher performance
The Game sense model emphasises that skill
execution and game performance should only be
introduced after the students are given time to decide
and understand what needs to be done (Pill, 2016).
6. Fundamental Movement Skills
Fundamental Movement Skills go hand in hand with the Game Sense approach, students are promoted to use all of the
fundamental movement skills whilst engaged in a game. These skills are required to further enhance students physical
ability and assist with the later stages of Game Sense, Skill Excruciation and Performance.
7. Rationale and Discussion
The Game Based Approach empowers students and allows them to take charge of their own learning, this in turn,
improves students decision making, thinking and problem solving skills and physical performance all whilst engaging in
an immersive and positive sporting environment (Mandigo, Butler & Hopper, 2007).
Furthermore, in accordance to the Australian HPE syllabus, it is important to not only teach students about physical skills
and development but also to allow them to develop their social skills, the Game based approach does just that, it allows
students to engage and decision make within a team without the aid or assistance of coach, supervisor or teacher. Game
sense integrates physical, intellectual and social learning (Curry & Light, 2006)
Additionally, the Game Based Approach allows students to meet the 5 essential skills from the K-6 Personal
development, health and physical education Syllabus (2007) which are:
1) Communicating
2) Decision Making
3) Interacting
4) Moving
5) Problem Solving
Overall, by incorporating the Game Based Approach into out HPE programs we are working towards creating lifelong
learners and valuable members of society.
8. Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author.
Curry, C., & Light, R. (2006). Addressing the NSW Quality Teaching Framework in physical education: Is game sense the answer? In Proceedings for the Asia
Pacific conference on teaching sport and physical education for understanding, University of Sydney, 14(15), 7–19
Light, R. (2013). Game sense for physical education and sport coaching. In Game sense: Pedagogy for performance, participation and enjoyment (pp. 37-47). London,
UK: Routledge.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is Teaching Games for Understanding? A Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-297.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching movement and tactical skills (pp. 7-12). Hindmarsh, Australia: ACHPER.
Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation & Dance, 67(1), 28.
References
