game sense approach

1. GAME SENSE APPROACH

2. WHAT IS GAME SENSE APPROACH?
 The Game Sense approach is a method used my
teachers, which helps improve the wider meaning of
spor t and physical activity, due to it focusing on
developing thinking within problem solving
consuming physical activity (Pill, S. 2014, p. 1).
 This approach is created on the theory that certain
principles are mutual across a range of dif ferent
games. It is therefore displayed that teaching
children about the main principles will facilitate
students to be able to per form with a greater and
better understanding (Curriculum Suppor t, n.d, p. 7).
 The game sense approach is impor tant because
games can be modified and increases the students
motivation.

3. WHAT IS GAME SENSE APPROACH?
 A game sense approach allows students to improve
in par ticular areas of skill, and the overall sense of
the game they are par ticipating in. The skills they
could improve in is understanding, decision making
and reading the game (Light & Robert, 2010).
 There are four dif ferent categories evident in the
game sense approach. These include;
 Invasion games e.g. soccer, touch, netball
 Target games e.g. golf, archery, bowls
Net and wall games e.g. volleyball, tennis,
badminton
Striking and fielding games e.g. cricket, softball .

4. WHAT IS GAME SENSE APPROACH?
 A game sense approach is an approach that allows
teachers to help students learn in an arranged
environment, where students can meet what is
required for them in the game and can discuss
questions without being told plain blank what to do
(Light, 2006).
 The game Sense approach is a variation of Bunker
and Thorpe’s Teaching Games for Understanding
model (Pill, S. 2014, p. 1).
 A game sense approach is an intellectual approach
to sport, which encourages cognitive growth and
allows students to implement their own decision
making skills.

5. RATIONALE AND
STRENGTHS OF GAME
SENSE APPROACH

6. WHY WE USE GAME SENSE APPROACH IN
SCHOOLS
We use the game sense approach in schools due to
the fact that it has many strengths.
 It is a student centered approach and is a non-technique-
based or non-directive approach.
 The game sense approach develops many learning
skills, which include: cognitive, social and physical
learning.
 It allows children to remain healthy, be physically
active and have fun.
 A game sense approach allows individuals to build
their confidence by partaking in modified games,
where they can learn new skills together through the
game.

7. HOW GAME SENSE APPROACH LINKS
WITH THE SYLLABUS
 The game sense approach links in with the PDHPE K-6 syllabus
as it promotes children’s development in playing games and in
understanding safe, fair play, the benefits of play and
cooperation.
 Moving – Refines and applies movement skills creatively to a
variety of challenging situations is a learning outcome
included in the PDHPE syllabus. Game sense approach links
with this outcome as all students are developing new
movement skills and tactics, that are used in a number of
situations.
 The PDHPE syllabus also includes Games and Spor ts - Applies
movement skills in games and spor ts that require
communication, cooperation, decision making and observation
of rules. This point links with the game sense approach for
stage 3 as the students are required to communicate and
cooperate together to get the result of physical activity in the
end.

8. HOW GAME SENSE APPROACH WILL BE
UTILISED IN LESSONS
 The game sense approach will be utilised within the
lessons as games will be modified to enable all students
to be able to participate and play with fun.
 Students will only be given a brief explanation of the
game and the rules and it will be up to them to play the
game how they would like. This will allow all students to
get involved.
 Games and sports that will be played will be student
centered as this will utilise the game sense approach.
 It will also be important that the main sports the students
partake in fall into one of the four categories of the game
sense approach. This is either 1) invasion games 2) net
and wall games 3) striking games and 4) target games.

9. REFERENCE LIST
 Curriculum Suppor t. (n.d). Game Sense Approach to
Practical Lessons. PDHPE. Retrieved from
http://www.curriculumsuppor t.education.nsw.gov.au/sec
ondary/pdhpe/assets/pdf/pa_002.pdf
 Light, R. (2006). Game Sense: Innovation or just good
coaching? Journal of Physical Educational, New Zealand,
39(1), 8-19, 3.
 Light, R. L, & Rober t, J. E. (2010). The impact of Game
Sense Pedagogy on Australian rugby coaches’ practice: a
question of pedagogy. Physical Education and Spor t
Pedagogy. 15(2). 103-115. doi:
10.1080/17408980902729388
 Pi l l , S. (2014). Teaching Games For Understanding. Spor ts
Coach. Retrieved from
http://www.auspor t.gov.au/spor tscoachmag/coaching_proces
ses/teaching_games_for_understanding