Game sense is a teaching approach that emphasizes games as the focus of physical education sessions. It aims to develop students' tactical awareness and decision making through inquiry-based learning in a game environment. Game sense lessons follow a progression from understanding game instructions, to recognizing problems in the game, to gradually learning tactics. This approach benefits students by improving their movement skills, problem solving, critical thinking, and confidence through a positive learning environment.

1. GAME SENSE
B Y C H R I S T I N E D AV I D

2. WHAT IS GAME SENSE?
• Game sense is a teaching approach that places an
emphasis on games as the focus of the session (Light,
2013). This makes students tactically aware and
therefore allows for better decision making in an
enjoyable context.
• Originated from TGfU (Teaching Games for
Understanding).
• Game sense is an inquiry-based approach – providing
students with the opportunity to gain problem solving
and social skills (Pimenta & Light, 2018).
• Games employ a ‘real’ game environment meaning they
carry an element of pressure and the need for tactically
thinking.
• Teachers are required to assist students in the
development of fundamental movement skills. These
skills can be learnt through drills, games and discussion.

3. GAME SENSE
Game sense follows the model presented on
the left.
• First, the students must understand the
instructions of the game.
• Students should then recognize the
problems needing to be solved (in that
particular game)
• The students then gradually begin to
understand the main rules of the game.
• Tactics are therefore introduced to students
gradually through movement principles
(Taken from Bunker & Thorpe, 1982)
(Bunker & Thorpe, 1982)

4. FUNDAMENTAL MOVEMENT SKILLS TEAM GAMES
Bunker & Thorpe (1982)
categorises games into four areas:
1. Invasion games (basketball,
soccer)
2. Target games (golf, archery)
3. Net/Court games (tennis,
volleyball)
4. Striking/fielding (cricket, baseball)
Each of the above sports have
similar principles of play and the
use of tactical awareness is relevant
to each.
New South Wales, Education
Standards Authority [NESA]
(2018) states the fundamental
movement skills that need to be
developed through PDHPE are:
- Non locomotor skills (stretching,
bending)
- Locomotor skills (jumping,
skipping)
- Object control (catching,
throwing)
- Stability/body control (static
balance)

5. BENEFITS OF GAME SENSE
• Providing students with a practice environment
employs variety of information that represents the
dynamics of play
• The modification of games builds on previous learnt
skills and techniques and fosters motivation.
• Training through drills allows for greater attention to
certain information. Games are constructed in a
progressive process – catering for all skill levels.
• Game sense increases tactical intelligence which is
the task of finding a solution to any given problem.
• Allows for questioning which promotes critical
thinking. Students are encouraged to reflect on what
worked well and what could be improved.
(Pill, 2018)

6. BENEFITS OF GAME
SENSE
• Accommodates for various skill levels
• Encourages decision making and problem
solving
• Allows for creative play
• Increases student autonomy
• Promotes a positive learning environment
• Improves self-esteem and confidence
• Focuses on the strengths rather than the
weaknesses

7. GAME SENSE IN THE SYLLABUS
PDHPE Rationale
• Contemporary curriculum that is
physically active
• Students learn and practice physical,
social and emotional skills through
movement to maintain and improve
a healthy lifestyle.
• Students learn movement skills that
enable them to feel empowered,
confident and socially responsible.
• Students are given opportunities to
learn in movement, about
and through movement.
Linking to stage 2 outcomes
• PD2- 4: performs and refines
movement skills in a variety of
sequences and situations
• PD2- 5: applies strategies to
solve movement challenges
• PD2- 10: demonstrates a range
of interpersonal skills that build
and enhance relationships and
promote inclusion in various
situations (NESA, 2018)

8. REFERENCES
• Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in
secondary school. Physical Education, 18, 5-8.
• Light, R. (2012). In Ebooks Corporation, MyiLibrary (Eds.), Game sense
pedagogy for performance, participation and enjoyment. New York:
Routledge
• NSW Educations Standards Authority [NESA]. (2018). NSW Syllabus for
the Australian Curriculum: PDHPE K-10 Syllabus. Sydney, Australia: Author
• Pill, S. (2018). The game sense approach: Developing thinking players.
Flinders University. 42-49. Retrieved from
https://www.researchgate.net/publication/323986418
• Pimenta, R.M., & Light, R.L. (2018). The influence of game sense on a new
Zealand school basketball coach’s practice. Graduate Journal of Sport,
Exercise & Physical Education Research. 7, 11-20. Retrieved from
https://www2.worc.ac.uk/gjseper/documents/Influence_of_game_sense_on
_basketball_coachs_practice.pdf