2. What is game sense?
The Game Sense approach shifts students from the idea of needing
the required techniques and skills in order to participate in a game,
and rather students are encouraged to develop their own
understandings and tactics while participating in the game
(Light, 2006).
Game sense is a student centered strategy that is modified to engage
students in sport and build students physical and social skills.
It is a new teaching and coaching approach that focuses on student
involvement in games and ensures student confidence is built, as
students identify how to make ‘better decisions’ during a game
(Mandigo, Butler & Hopper, 2007).
3. Fundamental movement skills
• The Game sense approach addresses the fundamental movement skills
which students are expected to develop. In order for students to
successfully participate in games and any sort of physical activity,
students are required to have basic fundamental movement skills in –
jumping, catching, throwing, kicking, hoping, running and many other
types of movement.
• Through a game sense approach, students
are developing the fundamental
movement skills by participating in a
small group activity that has less focus on
technique and allows students to develop
their understanding through intellectual
engagement.
4. Game Sense Model + Categories
• The game sense modal by Bunker and
Thorpe (1982) highlights the development
process of achieving and implementing
this approach in a lesson.
• Students first develop an appreciation for
the game in order to understand the
tactical requirements and make the
appropriate decisions in order to execute
the required skill and perform to their best
of their ability.
(Bunker & Thorpe, 1982)
The Game Sense Approach consists of 4 different Categories:
Target game eg: Archery, golf, croquet
Invasion games eg: Basketball, soccer, rugby
Fielding games eg: Cricket, baseball and softball
Net and court games eg:Ttennis, Newcomb ball.
(Light, 2006)
5. Benefits of Game Sense
• Game sense develops and builds on students
problem solving strategies, quick and
appropriate decision making skills and the
ability to function and work in any situation.
• Provides students with better social, physical,
cognitive and mental skills in order to be an
active team member.
• Game sense facilitates strategic thinking skills
in order to expand and improve a game
• Stimulates a positive learning experience
6. Links with the PDHPE Syllabus & Teaching
approach
The Game Sense approach links significantly with the PDHPE
syllabus as students in stage 2 learn to:
Communicate their understanding in a variety of ways with and
without groups (COS2.1)
Develops a positive relationship and contribution with team/
group members (INS2.3)
Makes decisions and recalls their learning experience (DMS2.2)
Identify a problem and establish a strategy to solve it (PSS2.5)
Apply movement skills to a variety of new and familiar games
(MOS2.4)
(Board of Studies, 2007)
7. A teaching approach
Strategies and strengths of using Game Sense as a
teaching approach
Teacher acts as a mentor and facilities students
questions on their learning experience
Provides students with appropriate and creative
activities to capture their engagement
Students participate and develop first hand experiences
before having the prior knowledge of the game
Provides students with the ability to adapt to different
situations and create their own techniques.
Allows students to make their own decisions as little
instruction is provided and activates a deeper level of
thinking.
(Light, 2006)
8. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical
Education K-6: Syllabus. Sydney, Australia: Author.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary
school. Bulletin of Physical Education, 10, 8-16.
Light, R. (2006). Game Sense: Innovation or just good coaching?
Journal of Physical Education New Zealand, 39 (1), 8.
Mandigo, J., Butler., & Hopper, T. (2007). What is teaching games for understanding?
A Canadian Perspective. Physical & Health Education Journal, 73 (2).
