2. What is games sense?
Games sense is an approach to modified sport, which encourages
children to participate in small games, helping develop skills,
understanding and tactical awareness.
As a learner-centred approach, games sense accommodates students of
abilities, by implementing simple modifications (easier or harder). By
doing this it ensures the needs and abilities of the students are always
put first (Mandigo et al., 2007).
Learning of skills is placed within a meaningful context (games) and
employs questioning instead of direct instruction.
By using games as the main focus of the lesson, as opposed to directly
teaching new skills (e.g. one person dribbling a ball at a time), students
feel less pressure and more motivation in learning and applying skills. As
Pill (2013) says beautifully:
“Making children wait in a line to use one ball is like giving a class
one pen and expecting them to learn how to write” (p.7)
3. How is games sense
taught?
1 & 2. The Games Sense approach starts by
teaching students a small, modified game.
3. Students then develop tactical awareness
(knowing what is happening around them).
4. Students are stopped at regular intervals
to reflect on their learning through
questioning and reflection to make
appropriate decisions.
5. Fundamental Movement Skills are added
at a manageable pace for learning and
execution.
6. By introducing these skills alongside
technique, tactical awareness, decision-
making and problem solving, students gain a
stronger appreciation, motivation and
understanding of their skill development
4. Benefits of the Games Sense
Approach
Fun
Promotes
thinking
teaches
communication
skills Promotes
inclusion
Play
based
Learner
centered
Challenges
students
Increases
motivation
Provides
meaningful context
to learn
Decision
making
Keep active
5. What is 2H Learning?
By using the games sense approach, 2H is currently
learning new fundamental movement skills,
including:
Leap
Kick
Two-hand strike
Dodge
They are also still practicing and developing learnt
fundamental movement skills, including:
Overarm throw
Catch
Side gallop
Run
Jump
(NSW Department of Education and Training, 2000)
These skills are being taught in 2H through
the following categories:
Target Games e.g. Darts and Golf
Striking Games e.g. Baseball and Cricket
Net/Wall games e.g. Volleyball
Invasion games e.g. Soccer and Rugby
(Tan, Chow & Davids, 2011)
6. Rationale
After investigating the benefits of a Games Sense approach in my
classroom, it has become evident that this is the best approach for
teaching physical education to my 2H students!
The Games Sense approach helps develop students understanding of
physical activity through teaching vital life skills, including; decision-
making, problem solving, perception of their environment, independence
and patterns of play (Whitehead, 2001).
As well as contributing to the development of these skills, this approach
keeps students active throughout PE lessons, fostering motivation in all
students through the modification of games. As parents may be aware,
2H has many diverse learners, with differing abilities, and I believe using
the Games Sense approach helps all students feel included.
Furthermore, instead of competition between students, students learn to
develop and succeed in sports, without comparing themselves to others.
This helps students lead a healthier life, not just physically but mentally!
7. Games Sense links directly to the PDHPE K-
6 syllabus (BOS NSW, 2007), as shown
below:
8. References
Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus.
Sydney, Australia: Author.
Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.),
Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian
perspective. Physical and Educational Health Journal, 73(2), 14-20. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/214321414?accountid=36155
NSW Department of Education and Training. (2000). Get skilled: Get Active: A K-6 resource to support
the teaching of fundamental movement skills. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_b
ooklet.pdf
Pill, S. (2013). Games sense: Pedagogy for performance, participation and enjoyment. London, UK:
Routledge.
Tan, C., Chow, J., & Davids, K. (2011). ’How does TGfU work?’: Examining the relationship between
learning design in TGfU and a nonlinear pedagogy. Physical Education and Sport Pedagogy, 17(4),
331-348.
Whitehead, M. (2001). The concept of physical literacy. European Journal of Physical education, 6(1),
127-138.
