2. Game Sense is an approach for physical education that originates
from TGFU (Teaching Games for Understanding).
Bunker and Thorpe (1982) developed this approach due to the
concerns with student’s ability to play games.
Game Sense is student-centred allowing students to develop tactical
awareness and skill application by allowing students to create their
knowledge of games.
Game sense emphasises rules, skills and strategies required to play
games enhancing the appreciation of Physical Education.
Game sense allows for modification to cater for all students in order
to increase participation and inclusiveness.
What is Game Sense?
3. Game Sense
exists in three
parts:
What is Game Sense?
1. Knowing what to do in the context of
play (Decision Making)
2. Knowing how to do it (Movement Knowledge)
3. Ability to execute the “how” and “what”
successfully (Movement Capability)
Shane Pill, 2013
4. Game sense consists of four main
categories. These are grouped by
common rules, fundamental tactical skills
and movement skills.
1. Invasion ( Soccer, Rugby)
2. Court/Net/Wall (Volleyball, Tennis)
3. Striking/Fielding (Cricket, T-Ball)
4. Target (Golf, Archery)
What is Game Sense?
Game Sense Sequence:
Warm up
Initial Game
Q/A’s Modification to Game to
Increase Complexity
Game Progression
Q/A’s
Light, 2013
5. Applying Game Sense
Distinguishing the game sense approach from ‘sport as sport technique’ is the pedagogical
emphasis on developing “thinking players” through the teachers use of well-thought
questions to create reflective discussion and the exchange of ideas. (Pill & Hewitt, 2017)
Teachers will allow time in
between activities to ask the
following well-thought questions
to encourage reflection:
What did you find difficult?
How did you overcome these
challenges?
What can we change about
this game?
6. Why use Game Sense?
The benefits of Game Sense:
Accommodates varying ability levels
Promotes team work through cooperative
and competitive activities.
Encourages children to understand to need
for rules.
High activity and motivational levels.
Contributes to the achievements of
educational outcomes across the curriculum.
Inclusive of individual, partner and small
group activities.
7. Linking to the Syllabus
Linking to Stage 3 Outcomes:
PD3-4 – Adapts movement skills in a
variety of physical education.
PD3-5 – Proposes, applies and assesses
solutions to movement challenges.
PD3-10 – Selects and uses
interpersonal skills to interact
respectfully with others to promote
inclusion and build connections.
PD3-11 – Selects, manipulates and
modifies movement skills and concepts
to effectively create and perform
movement sequences.
GAME SENSE MEETS BROADER
RATIONALE OF PDHPE SYLLABUS:
Physical Education is fundamental to
the acquisition of movement skills and
concepts to enable students to
participate in a range of physical
activities – confidently, competently
and creatively.
Implementing Game Sense allows
students to build on their kinesthetic
awareness, enhance resilience and
connectedness whilst learning to
interact with others respectfully.
PDHPE K-10 Syllabus, 2018
8. Bunker, D., & Thorpe, R. (1982). A model for the teaching of
games in secondary school. Physical Education,18, 5-8.
Light, R. (. L. (2013). In Ebooks Corporation, MyiLibrary (Eds.), Game
sense pedagogy for performance, participation and enjoyment.
Milton Park, Abingdon, Oxon; New York; London: Milton Park,
Abingdon, Oxon; New York : Routledge.
NSW Education Standards Authority. (2018). Personal Development,
Health and Physical Education K-10 Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/
learning-areas/pdhpe
Pill, S. (2013). Creative physical education: Integrating
curriculum through innovative PE projectsdoi:
10.1080/18377122.2013.836772
Pill, S., & Hewitt, M. (2017). Tennis coaching: Applying the
game sense approach. Strategies, 30(2), 10-16. doi:
10.1080/08924562.2016.1273807
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