The document discusses the Game Sense approach to teaching primary physical education. Game Sense is a student-centered approach that engages students through questioning to think about tactical and technical game aspects. The teacher acts as a facilitator rather than direct instructor, and learning occurs through problem-solving in modified games. Key aspects of Game Sense include posing questions, feedback, critical thinking time, and student-led evaluation. Game Sense aims to develop intelligent, creative players who understand games on an intellectual level, not just skills.

1. Game Sense Approach
to Teaching Primary PE
Classes
Amara Yasin
Primary PDHPE
Lecture: 1
Email: amara.yasin@yahoo.com

2. What is game Sense?
 Game sense approach engage students through questioning to think and
talk about both tactical and technical aspects of games.
 Teacher role is to set the environment and use problem solving to guide
players.
 No direct instructions comes from the coach and learning occurs through
indirect manipulation of the gaming environment (Light, 2006).
 Based on the notion of constructivism in contrast to behaviourist
approach.
 Student-centred approach in contrast to teacher-centred approach and
use of collaborative techniques to develop strategies and tactics of
games (Fox, 2001).

3. Game Sense Techniques and
Categories
 Game sense techniques:
1. Pose guided questioning
2. Provide feedback
3. Give time for critical thinking
4. use modified games
5. Learner evaluate their solutions (Turner & Martinek, 1999).
Game sense categories:
1. Invasion games: Soccer, rugby
2. Striking games: cricket, softball
3. Net/wall games: tennis, squash
4. Target games: Golf, archery (Light, 2006).

4. Smart not just Skilled Players
 Game sense approach produce creative and intelligent players.
 Motor skills are seen as one part of the game along with perception and
decision-making.
 Understanding the game on intellectual level rather than learning
technique only (Light & Fawns, 2003).
 Game sense approach emphasise both on the technique and development
of understanding contextually by participating in modified games.
 Focus is not on what to do but how to do?
o It is not that game sense approach coach never gives direct instructions….
o There are likely to be times when instructions are given in relation to
technique.
o Its just that cognitive dimensions of play has been emphasised (Grehaigne,
Godbout, & Bouthier,1999).

5. Comparison with Traditional
Approach
 Traditional coaching is directive, technique based and coach-centred.
 Game sense pedagogies are player-centred and they focus on the
understanding of game which is appropriate to age and ability .
 One of the criticism is …………………
 Game sense approach focus on game and neglect skill and they are very in-
directive.
 However, Game sense theorists argue that game sense pedagogies implies
good game performance requires good game understanding.
 And in game sense approach tactical thinking, decision-making and
development of skill occurs at the same time (Light, 2006).

6. Rationale: Why Game Sense
o Physical education is an important key learning area of primary
curriculum.
o Using game sense approach in PE classes will give students
understanding and evaluating of self.
o Students will work cooperatively in teams to develop more satisfying
intrapersonal relationships.
o Game sense approach will help students to reach their full potential
physically, socially, cognitively and emotionally.
o Game sense approach also incorporates all PDHPE skills…..
1. Communicating
2. Interacting
3. Moving
4. Problem solving
5. Decision-making

7. Strengths of Game sense
Teacher
 A teacher in Game sense will modified a game if lack of proficiency occurs to reduce
stress for players.
 This provide success in game and game continues and technical skill develop with
game complexity over time.
 Emphasise on more flexible and adaptable skill execution.
 Game sense is a common-sense coaching.
 Inclusive of all students and discourage dominations of individual students.
 Give students opportunity to set rules and give suggestions.
 Play a role of observer and facilitator.
 Allows students to experience and learn
 Engage students in discussions (Light, 2006; Light & Fawns, 2003).
Note: It do take time initially but it is a good investment for long term development of
children.

8. Key contemplations and
further recourses
• Game sense approach develops player’s physical ability and skills by
participating in collaborative activities which are design to improve
decision-making and problem solving in a fun interacting environment.
• Students think and communicate with each other about both tactics and
skills of the game.
• Further Resources
 http://www.youtube.com/watch?v=dKS1pBVlzv0 this video will show you a
comparison of traditional approach of coaching and game sense coaching.
 http://www.youtube.com/watch?v=XBgu5jhPTsg This video will explain it to you
in detail game sense approach.

9. References
Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27(1), 23-35.
Retrieved from
http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?sid=9cfd
7818-5c24-41ea-8084-2b0bc7d11999%40sessionmgr114&vid=1&hid=103
Gréhaigne, J., Godbout, P., & Bouthier, D. (1999). The foundations of tactics and
strategy in team sports. Journal of Teaching In Physical Education, 18(2), 159-174.
Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action through
TGFU. Quest, 55(2), 161-176. DOI:10.1080/00336297.2003.10491797
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical
Education New Zealand, 39(1), 8-19.
http://search.proquest.com.ezproxy.uws.edu.au/docview/211172960/13C053B1600510
2062/5?accountid=36155
Turner, A. P., & Martinek, T. J. (1999). An investigation into teaching games for
understanding: Effects on skill, knowledge, and game play. Research Quarterly for
Exercise and Sport, 70(3), 286-96. Retrieved from
http://search.proquest.com/docview/218538753?accountid=36155