1. The Game Sense Approach focuses on the ‘Teaching
Games for Understanding (TGfU) model, which is used
to engage students in modified methods that open up
opportunities for students to acquire and develop their
skills in understanding, problem solving and decision
making. This strategy is used as a student-centered
approach that inclusively involves all students and
encourages communication between students. Lessons
that use game sense overly, tend to focus on movement
and playing the game, rather than practicing the
technique.
2. I am using the TGfU model as a teaching pedagogy, as it can provide high quality
teaching in any practical activity. This approach focuses on inquiry based learning,
as students are able to create their own knowledge, understandings and skills
while actively concentrating and participating in the game. Game sense
consolidates students physical, intellectual and social learning, and therefore
provides students with positive learning experiences towards physical education.
These small sided games are designed to allow opportunities for students to
develop their learning and discovery. Through game sense the needs, abilities and
learning styles of students are taken into consideration and catered to.
3. Game sense is an essential part of providing students with valuable experiences in growing
up, being responsible, fitting into society and keeping young children actively engaged in
sport (Light, 2013).
It is important to first begin with simple and small games, in order to reduce students
stress on learning technique and rather focus on engaging them intellectually in the game
(Light, 2013).
4. Small sided games and groups
(to avoid students dominating)
Modified rules
Designed games
Target games
Encourages tactical thinking
Promotes motor skill learning
Focuses on inquiry based learning and guided
discovery
Game is played first rather than practicing the
game
Includes invasion games (the aim of this game is
to attack or strike the opponents territory and
attempt to score a point)
According to Phil (2016) game sense comprises of:
5. Is a powerful teaching approach which focuses on students physical education.
Allows students to socialize, communicate and work corporately together as a team to
reach the target.
Students can gain confidence and self-esteem.
Allows students to develop game appreciation, tactical awareness, appropriate decision
making, skill execution and performance; which are all significant to the learner and the
learning process (Breed and Spittle, 2011).
Learn through experiences, therefore teachers are able to raise questions that can
encourage classroom discussions.
6. Game sense falls under the games and sports subject matter in the syllabus
content. There for four types of game sense strategies used which include:
1. Target games 2. Net/court/wall games 3.Invasion games 4. Strike/field games
7. Stage 2 student:
GSS2.8 Participates and uses equipment in a variety of games and modified sports.
COS2.1 Uses a variety of ways to communicate with and within groups.
DMS2.2 Makes decisions as an individual and as a group member.
INS2.3 Makes positive contributions in group activities.
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety
of familiar and new situations.
PSS2.5 Uses a range of problem solving strategies.
8. The Games Sense Approach is an effective way of
educating students to be imaginative learners, quick
decision makers, innovative and independent in their
practices. This will therefore develop students decision
making and tactical thinking skills, and will promote
interactions, problem solving solutions and collaborative
skills between students and teachers. It is a fun, enjoyable
and motivating approach, as teachers are encouraged to
promote positive relationships amongst the classroom.
9. Board of Studies, NSW. (2007). Personal development, health and physical education K-6:
Syllabus. Sydney, Australia: Author.
Breed, R., & Spittle, M. (2011). Developing game sense through tactical learning. Melbourne,
Australia: Cambridge University Press.
Light, R. (2013). Game sense for physical education and sport coaching. In Game sense:
Pedagogy for performance, participation and enjoyment (pp. 37-47). London, UK: Routledge.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 21(2), 279-297. Retrieved from http://www-tandfonline-
com.ezproxy.uws.edu.au/doi/full/10.1080/13573322.2014.912624
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching
movement and tactical skills (pp. 7-12). Hindmarsh, Australia: ACHPER.
