2. What is Game Sense?
Game Sense was developed in Australia in the mid-1990’s and emphasises the use
of small sided games to develop strategic thinking (Pill, 2012). An example of what
strategic thinking can involve include:
Where is the best place to go in order to receive the ball?
How will this benefit my teammates?
What is the best place for me to be in order to intercept the other teams pass?
Which corner of the goal should I aim for in order to have the best chance of scoring?
A teacher or coach teaching Game Sense needs to provide their students with
student-centred experiences that will ultimately promote positive interactions
within their environment (Davies, 2010). This will allow the student to be able to
adapt and refine their decision making quicker in different situations during a
game.
3. What is Game Sense
Incorporating a Game Sense approach in PDHPE means developing both
tactical and strategic thinking as well as improving motor skills that are
required for the sport (Pill, 2012).
A Game Sense approach to learning moves away from the traditional
pedagogy of physical education which usually consists of a strong focus on
technique development and a directive teaching style (Pill, 2011). Instead of
the teacher doing all of the thinking and providing this information for the
passive students, a Game Sense approach will allow students to individually
explore problems, make decisions based on what they think will lead to the
best outcome and come to solutions based on their own exploration of
different skills (Pill, 2011).
4. Strengths of a Game Sense Approach
The use of Game Sense is beneficial for students as it allows them to develop
teamwork skills, deeper understanding of rules and use of tactics and strategies in
order to achieve the set goal. Using a small sided game of soccer, for example, to
show the benefit of game sense:
Teamwork skills are developed through Game Sense as students need to be aware of
their team, especially in small sided games, as passing the ball and moving into space to
receive the ball are crucial in scoring a goal.
Understanding the rules of soccer can be taught through Game Sense as opposed to
simply telling the students all of the rules of soccer so that the students discover the
rules for themselves. The teacher provides the initial basic rules for the students such as
the ball needs to go into the goal in order to score and no use of hands. Further rules
such as not pulling the oppositions shirt to catch up to the opposition can be learnt
either through other students or the teacher informing the student that does this.
Use of tactics and strategies are enhanced as a result of Game Sense as students are
allowed freedom in the small sided games. They must, along with their team, devise
different strategies in order to score goals against the other team. An example of this
may be passing the ball quickly between teammates before kicking a long ball to
someone further up the field in order to score a goal.
5. Strengths of a Game Sense Approach
The use of a Game Sense approach will help students to display a focus on
quality of movement in applying movement skills to a variety of familiar and
new situations (MOS2.4). A teacher can start by providing situations that the
students are familiar in and have participated in before. Once this has been
done, teachers can then provide scenarios that the students have not been in
before such as 5 a side touch footy. The movement and skills from familiar
situations can then be applied to this small sided game where the student is
able to discover for themselves what the best way is to achieve the goal of
the game.
6. Strengths of a Game Sense Approach
By using a Game Sense approach, students will be given the opportunity to
participate and use equipment in a variety of games and modified sports
(GSS2.8). The use of modified games such as diamond cricket help students to
have a greater understanding of the game whilst playing. Strategies such as
hitting the ball into gaps in the field, running between wickets and catching a
ball to dismiss the opposition are all fundamentals of cricket which are taught
through the use of a modified game such as diamond cricket. Students will
have much more fun learning about the game whilst playing rather than
listening to their teacher list the rules and participate in boring drills to learn
the skills of cricket.
7. References
Pill, S. (2011). Teacher engagement with teaching games for understanding -
game sense in physical education. Journal of Physical Education and
Sport, 11(2), 115-123. Retrieved from
http://search.proquest.com/docview/1017884542?accountid=36155
Pill, S. (2012). Teaching Game Sense in Soccer, Journal of Physical Education,
Recreation & Dance, 83:3, 42-52, DOI: 10.1080/07303084.2012.10598746
Davies, N. (2010). Player-Centered Coaching: Enhancing Player Game Sense,
Strategies: A Journal for Physical and Sport Educators, 24:2, 24-28, DOI:
10.1080/08924562.2010.10590920
