Game Sense Theory

2. Game Sense
Developed from Teaching Games for Understanding (TGfU) in America, the Game Sense approach
(den Duyn, 1997) informs a range of physical education literature which states that Game Sense
learning happens through modified games, or game-like activities, rather than through rote
performance of technical skills learned in insolation (Light, 2013).
Fundamentally it is a student-centred, inquiry-based
approach that develops students skills and understanding by
being actively involved in games (Curry & Light, 2007).
Game Sense integrates Fundamental Movement Skills within
authentic learning contexts, where they create meaning and
relevance as students draw their own connections through
holistic learning (Light, 2013).

3. Fundamental Movement Skills
What are the Fundamental Movement Skills?
Defined as the building blocks for all movement, the following are skills needed for students to
successfully participate in games, physical activities and sports:
There is a sequential development towards gaining proficiency in the Fundamental
Movement Skills, which can be thoughtfully integrated into a Game Sense
approach to learning. (New South Wales Department of Education and
Training [NSWDET], 2000; Holfelder & Schott, 2014).
(Sportism, 2016).

4. Game Sense Theory
Growing research into Game Sense education has risen from constructivist learning
theories as a means for understanding and improving student learning (Light, 2013).
Vygotsky’s theories dictate the importance of social interaction and demonstration in
permitting students accurate understanding of Physical Education learning intentions.
Through demonstrations and reflection periods post-learning,
this leads to a comprehensive understanding of movement
skills in game contexts as a result of students connecting
action and thought (Chaplain, 2016; Light, 2014).

5. Why Game Sense?
By focussing on the intellectual aspects of games,
the creation of focussed learning environments,
and the development of social skills and problem
solving abilities, this positions my Game Sense
pedagogy to address the New South Wales
Quality Teaching Framework through intellectual
quality, quality learning environments, and the
process of making the significance of learning
explicit to students (Curry & Light, 2007).
The strengths of incorporating Game
Sense theory into my classroom teaching
ensures students develop their
proficiency in the fundamental movement
skills, through application within games
and physical learning contexts.
By grounding theory in practice, and
establishing a dialectic between them,
student skill development occurs at the
same time as game play through means
of modified games, and game-like
activities (Curry & Light, 2007).

6. The Syllabus
Bunker and Thorpe’s (Light, 2013) original theories of teaching game by teaching in and through games,
has been paralleled in the NSW PDHPE syllabus, whereby “[s]tudents learn in movement, about
movement and through movement and are given opportunities to apply and adapt their skills across
multiple contexts” (NESA, 2018, p.10).
Conceptually paralleled within the PDHPE syllabus, the Game Sense approach is
reflected in the stage 2 outcomes under ‘movement skill and performance’ which
reflects:
PD2-4: performs and refines movement skills in a variety of sequences and situations.
PD2-11: combines movement skills and concepts to effectively create and perform
movement sequences.

7. Strengths of Game Sense
The Game Sense approach to learning allows me to draw on
students’ experiences and knowledge to create student-
centred, inquiry-based learning experiences that focus on the
intellectual aspects of games, and develops students social
skills and problem-solving abilities.
My Game Sense pedagogy, aims to create high quality
teaching and learning experiences for students, permitting
them to value Physical Education both within their schooling
and beyond.

8. References
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. Abingdon, Oxon:
Routledge
Light, R. (2014). Quality teaching beyond games through Game Sense pedagogy. Retrieved from https://
sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/
research-centres-institutes-groups/adpn/quality-teaching-beyond-games-through-game-sense-
pedagogy.pdf
New South Wales Department of Education and Training [NSWDET]. (2000). 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_booklet.pdf
New South Wales Education Standards Authority [NESA]. (2018). Personal development, health and physical
education K-10 syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/
2f657694-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=
Sportism. (2016). Fundamental movement skills. Retrieved from http://www.sportism.co.in/
Chaplain, R. (2016). Teaching Without Disruption in the Primary School: A Practical Approach to Managing Pupil Behaviour (2 ed.). London and New
York: Routledge.
Curry, C. & Light, R. (2007). Addressing the NSW Quality Teaching Framework in physical education: Is Game Sense the answer? Proceedings of the
Asia Pacific Conference on Teaching Sport and Physical Education for Understanding. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/
download?doi=10.1.1.911.2179&rep=rep1&type=pdf#page=8
den Duyn, N. (1997). Game sense: Developing thinking players. Canberra, Australia: Australian Sports Commission
Holfelder, B. & Schott, N. (2014). Relationship of fundamental movement skills and physical activity in children and adolescents: A systematic review.
Psychology of Sport and Exercise, 15(4), 382-391. Retrieved from https://doi.org/10.1016/j.psychsport.2014.03.005