2. WHAT IS GAME SENSE?
• According to Slade (2015), game sense is an advent to improved sport helps
students feel engaged in minor and modified game approaches as well as notions
where there are openings to build both skills and an understanding of the
strategies of the game.
• Reflecting on the teaching of games, Pill (2016) outlines how modelling teaching
of games helps teaching concepts for students in primary schools easier for them
to adapt such skills.
3. STRENGTHS OF A TEACHING APPROACH
• Game sense is significant as it allows children in early years of primary practice
and develop important skills within environments of the game.
• This technique is also important as it implements the skill within the child.
• Game senses focus on the positive qualities of practice and success stories,
moreover, Georgakis and Light (2007) believe it is an understanding of what
makes possible success and sustained adoption for an educational pedagogy.
4. APPROACHING GAME SENSE
• Giles and Alderson (2008) see game sense as an appreciative inquiry into the
transformative learning experiences of students in a family literacy project.
• Adding on, Bunker and Thorpe (1982) also have a similar view of game approach
they suggest that educational discourse is regularly immersed in deficit-based
language as the dominant model for pedagogical and curriculum research with
teachers is action research.
5. STRENGTHS OF GAME SENSE
• It creates a sense of fun. and keeps kids moving. Therefore, they spend more of
the practice engaged in moderate to vigorous physical exercise instead of
standing around, which a new study shows, is the problem with most youth
sports practices. It enables the coach to isolate and focus on specific skills (Slade
2015).
6. WHY IS GAME SENSE IMPORTANT
• According to Georgakis & Light (2007), game sense is very important for children
as it is fundamentally based on promoting high levels if intellectual quality.
• On the other hand, Slade (2015) argues that game sense approach is soundly
based on promoting a quality learning environment. It develops and makes
explicit to students the significance of their work.
7. DISCUSSION
• The Game Sense approach is based around the training format of warm-up,
game, questions and discussions about the game, skill practice if required, further
questions and discussion, extension of game (Pill 2016).
8. RATIONALE – LINK TO PDHPE SYLLABUS
• Game sense approach teaching links to the PDHPE Syllabus (BOS, 2007) as it focuses
on developing game skills throughout execution rather than practicing technique.
• Students become more observant of such skills and use methods such as questioning
to develop their skills.
• Students use tactics to help benefit game movements and skills of sports.
• Game sense is beneficial for students as they build the skills of working with other
students in team games, and so on. This is very essential for young children to
navigate such skills.
• Notions are thoroughly shared with others and sharing ideas leads to discussion
which enhances many aspects in a young individual.
9. REFERENCES
• Board of Studies, NSW (2007). Personal Development, Health and Physical Education K-6:
Syllabus.
• Bunker, D., & Thorpe, R., (1982). A model for the teaching games in secondary schools. Bulletin
of Physical Education, 18(1), 58.
• Georgakis, S. & Light, R. (2007). The effect of Game Sense pedagogy on primary school pre-
service teachers' attitudes to teaching physical education. ACHPER Australia Healthy Lifestyles
Journal, 54(1), 24-28.
• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 21(2), 279-297.
• Slade, D. (2015). Constraining to be flexible: Teaching the concept of flexible team structure
through a game sense approach. New Zealand Physical Educator, 48(2), 31-32.
