2. Game Sense Approach
Alternatively known as Teaching Games for Understanding (TGFU)
Takes on a learner-centred approach that puts the needs and abilities of the
participants over the importance of the game (Mandigo et al., 2007).
The approach asks students to perform in an environment where decision-making,
tactical understanding, problem solving and skill development are
developed continuously throughout the lesson (Brookes, 2012)
Places learning within the context of modified games and employs
questioning instead of direct instruction.
3. Skill development is integrated into the contexts of the
game; allowing teachers to pause the game to provide
students with tips, when the lack of technique is holding up
further progression
approach develops skills by capitalising on opportunities
which arise in a minor game environment.
players are not only learning sport skills used in the game
but are learning many other important game sense concepts
5. Strengths of Approach
1. Games Sense is a holistic model that focuses theon the individuals
physical, intellectual and social learning and not with the sub set of
activity specific skills for the activity in focus (Brookes, 2012)
2. The nature of the game is taught first, and the skills are added at a
pace manageable by the participants
3. Games are stopped at regular intervals and participants challenged to
reflect on their participation in order to mature the play (Thomas,
1997).
6. 4. Increases the motivation of beginning learners - introduces basic skills and gives them
a stepping stone to improve with practice
5. Game sense develops skills by capitalising on opportunities which arise in a minor
game environment. Therefore players are not only learning sport skills used in the game
but are learning many other important game sense concepts such as:
Decision making – “Where is the open space?”
Risk taking – “Should I throw or hold the ball?”
Problem solving – “How can I slide to evade my opponent?”
Thoughts on time and space properties – “Can I score now?”
Perception – “Where am I in relation to others?”
Tactics and strategies - "Will I fake a throw?.”
(Ausport, 2008; Board of Studies, 2007)
8. References
Ausport, (2008). Sports Coach :: Teaching games for understanding. [online] Ausport.gov.au. Available at:
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding [Accessed 8 Oct. 2014].
Board of Studies, (2007). Personal Development, Health and Physical Education K-6 Syllabus. [online] Board of Studies.
Available at: http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES [Accessed 8 Oct. 2014].
Brookes, L. (2011). How the Game Sense Approach in Physical Education can develop cognitive thinking. [online] Available at:
http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game%20Sense%20Approach%20in%20Physical%20Edu
cation%20can%20Develop%20Congnitive%20Thinking_Leanne%20Brookes_0.pdf [Accessed 6 Oct. 2014].
Bunker, D., & Thorpe, R. (1986). The curriculum model. Rethinking games teaching, 7-10.
Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children's motivational experiences following autonomy-supportive
games lessons. European Physical Education Review, 14(3), 407-425.
Pill, S. (2009). Sport teaching in physical education: Considering sports literacy. Creating Active Futures, 123.
ThePhysicalEducator, (2012). Teaching Games for Understanding - Lesson Demonstration. [video] Available at:
https://www.youtube.com/watch?v=8yiZlXZ9rd4 [Accessed 9 Oct. 2014].
Thomas, K. (1997). Game sense: What about technique. Sport educator, 9(2), 32-35.
