A bit about Game Sense

1. GAME SENSE
Courtney Perugini
17434209

2. WHAT IS GAME SENSE?
 The game sense approach to teaching and learning
emphasises the development of tactics and
decision making to develop an understanding of the
game
 It focuses on the game, rather than on technical
skill drills and practice, be more tactically aware
and make better decisions during games
 Game sense is a teaching approach that is based
upon the Teaching Games for Understanding
(TGfU) model
(Breed & Spittle, 2011)

3. TGFU MODEL
 Bunker and Thorpe (1982) first proposed Teaching Games for
Understanding (TGfU) in 1982 as an alternative to traditional,
technique-led approaches to games teaching and learning.
(Kirk & MacPhail, 2002)
 They felt that traditional approaches tended to concentrate on
specific technical skills without considering the contextual
nature of games and how they are applied in games (Kirk and
Spittle, 2011)
Bunker and Thorpe, 1988.
TGfU The Curriculum Model

4. FUNDAMENTAL MOVEMENT SKILLS
 The static balance
 The sprint run
 the vertical jump
 The catch
 The hop
 The side gallop
 The skip
 The overarm throw
 The leap
 The kick
 The two-hand strike
 The dodge
(Department of Education and
Training, 2000)
 These skills are fundamental
to the game sense approach
as the skills learnt act as
building blocks and are
essential for playing games

5. GAME CATEGORIES
 There are four types or categories of games in
which game sense is supported by. These include:
 Invasion (territorial games): soccer, rugby,
basketball
 Striking games: cricket and softball
 Net/wall games: volleyball, tennis and squash
 Target games: golf, archery and lawn bowls
(Light, 2006, p10)

6. WHY GAME SENSE?
 It provides the opportunity for children to learn skills
and techniques through modified games which
build up on skills previously learnt and then put all
together, rather than focussing purely on the skill for
a game
 By building up skills, children are able to transfer
their skills and utilise them from one game to
another
 Children learn these skills in a much more
enjoyable and fun way, whilst they gain a further
understanding and appreciation of the rules and
games, and how they influence a game and
strategies

7. BENEFITS OF THE GAME SENSE APPROACH
 Focuses on the game
 Emphasises and encourages tactical and decision
making skills
 Game sense encourages children to develop the
ability to express themselves, interact with their
peers, gaining valuable social skills
 Game sense provides teachers with a level of
flexibility as games can be modified so that all
ages, sizes, and levels of abilities can have a fair
go and is still enjoyable

8. HOW GAME SENSE LINKS TO THE PDHPE
SYLLABUS
 The game sense approach is a great teaching
strategy and is supported by the Board of Studies
NSW PDHPE Syllabus (2006) Stage 3 teaching
outcome:
 GSS3.8. Applies movement skills in games and
sports that require communication,
cooperation, decision making and observation
of rules
 Game sense approach also assists in developing
students decision making skills (DMS3.2), moving
skills (MOS3.4), and problem solving skills
(PSS3.5)

9. REFERENCES
 Breed, R. &. Spittle, M. (2011). Developing game
sense through tactical learning. Victoria: Cambridge
University Press.
 Kirk, D & MacPhail, A. (2002). Teaching games for
understanding and situated learning: Rethinking the
Bunker-Thorpe model. Journal of Teaching in
Physical Education, 177-192.
 Light, R. (2006). Game sense: Innovation or just
good coaching? Journal of Physical Education New
Zealand, 39, 1.