game sense approach

1. A Game Sense Approach:
physical education lessons

2. History of game sense
• Game sense was developed in Australia in the mid 1990’s (pill,
2012).
• It was developed by the Australian sports commission (ASC)
and Rod Thorpe for sports coaching (Pill, 2012).
• A number of variations and approaches have been developed
prior to game sense however they all saw relatively large
problems (Light, 2012).
• Game sense was promoted to both national and state
sporting companies after its introduction due to its many
benefits (Light, 2012).

3. What is game sense?
• Game sense is a method of placing a game as the focus for the
session, encouraging players to develop their skills whilst
participating in an environment that is realistic to the game
(Light, 2012).
• This approach allows students to develop their understanding
of the sport/game instead of just focusing on individual
movements, such as throwing and catching (Light, 2012).
• It makes use of small sided games and encourages students to
play with a tactical and strategic thinking approaches whilst
still developing the students motor skills (Pill, 2012).
• Game sense lessons aim to focus purely on the game, rather
than technique (Light, 2012).

4. What is game sense?
• Game sense lessons focus the teaching and coaching within
the game, for example modifying a netball game to encourage
passing by telling students how ever many non intercepted
passes they get will be the score of their goal when they get
the ball in the hoop.
• It is important that students have the opportunity to answer
questions in relation to tactical skills to allow development of
cognitive skills (Pill, 2012).
• Asking questions instead of telling students what they should
do allows the students to coach themselves and other team
members (Light, 2012).
• By taking on a game sense approach I aim to have my
students be intelligent within their tactical decision making as
well as proficient with their techniques (Pill, 2012).

5. Why should game sense be used?
The use of game sense within physical education lessons has
many benefits for students, some of these benefits will be listed:
• Game sense was developed to create better thinking game
players (Light, 2012).
• Game sense develops tactical and strategic thinking, as well
developing students motor skills (Pill, 2012).
• By questioning students it will allow for guided discovery and
self reflection (Pill, 2016).
• Lessons will have a greater purpose, students will be able to
recognize how game modifications can help within a full
game(Pill, 2016).

6. Why should game sense be used?
• I believe that by using the game sense approach within the
classroom it will provide my students with the tools in order to have
a deep knowledge in games, have a high skill level and most
importantly find enjoyment in physical education in which they will
carry through their life.
• This enjoyment of physical education for students is critical as it can
help students maintain a healthy and active lifestyle and can guide
students in influencing their health choices in the future (Board of
studies, 2007).
• I aim to use game sense in conjunction with a supportive and
encouraging pedagogy in order to promote physical education
within my classroom and future classrooms.
• The decision making skills that students will gain can also benefit
within their everyday lives, it provides an opportunity for teaching
behavior rehearsal (Board of Studies, 2007).

7. References
Board of Studies, NSW. (2007). Personal development, health and
physical education K-6 syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-
fa2a-471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=.
Light, R. (2012). Game Sense: Pedagogy for performance, participation
and enjoyment. Retrieved from http://ebookcentral.proquest.com.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching
in physical education. Sport education and society, 21(2), 279-297.
DOI:10.1080/13573322.2014.912624.
Pill, S. (2012). Teaching game sense in soccer. Journal of Education,
Recreation & Dance, 83(3), 42-53. DOI:10.1080/07303084.2012.10598746
.