The document discusses the Game Sense approach to teaching physical education. It explains that Game Sense focuses on tactical skills rather than technical skills, allowing students to develop skills through game play rather than isolated drills. This helps students better understand how to apply skills in a game context. The document provides an example of how a modified volleyball game could be set up and progressively made more complex based on student skill development. It advocates for the Game Sense approach as it prioritizes student engagement and fun over technical proficiency and makes learning more indirect.

1. GAME SENSE APPROACH
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Miss; Amira Hawwash
Primary PE Class (4-5)

2. WHAT IS THE ‘GAME SENSE’
APPROACH?
 The Game sense approach is a contemporary form of teaching pedagogy in Physical
Education (PE) by the PDHPE discipline. This approach focuses upon the “Tactical” rather than
the ‘Technical” approach in teaching PE. (Light, 2006.pp.11)
 The traditional teaching of PE had a more ‘Technical’ approach, it focused upon the
Movement skills of the student, which neglects the hands on challenging aspect of the game
sport. Traditionally sport will be taught in an individual approach focusing upon the Movement
Skills and coaching instructions for the game, rather than actually playing it, this way of
coaching is like “telling kids that they cant go into the pool until they can swim” according to
Lights research participant Luke. (2006).
 Thorpe and Bunker (1980) introduced Game sense as they noted that students learning
through a technical approach found it hard to interpret those skills into the game. Hence
leading them to develop the Game sense approach as it focuses more upon the physical
“Tactical’ process placing the student in a simple game which triggers them to develop their
physical literacy as it precedes. (Pearson, P., Webb, P., & McKeen, K. 2005).

3. “We never educate Directly, but indirectly through the means
of the environment” Dewey, J. (1985)
The Development of the game sense approach is evident
throughout the PDHPE (2007p.28) content, where in Early
stage 1 students are expected to demonstrate fundamental
movement skills while playing with and sharing equipment.
GSES1.8 Then throughout stage one students need to
Perform fundamental movement skills with equipment in
minor games [GSS1.8] leading on to Stage 2 where they
Participate and use equipment in a variety of games and
modified sports [GSS2.8]. Lastly in Stage three students
Apply movement skills in games and sports that require
communication, cooperation, decision making and
observation of rules. [GSS3.8] This shows a clear direction
in developing FMS throughout the simple context of the
game play gradually becoming complex.
 This Game approach is made simple by categorizing
Games into four categories ; Target; Striking ; Net/Wall &
Invasion/Territorial Games. The approach is based on the
assumption that certain tactical skills are common across a
variety of games, hence to understand these skills students
will hold a level of competence whilst playing the game.
This will lead to a better understanding executing the play
skill developed throughout the game in a fun way.
(Mandigo, Butler & Hopper. 2007; P.15-16)
The following Game sense Model
developed by Bunker & Thorpe (1982)
provides a clear explanation upon the
progression of students in taking on the
Game sense approach.
6.
Performance
5. Skill
Execution
4. Making
Appropriate
Decisions .
-What to Do ?
- How to do it ?
1. Game
3.
Tactical
Awarene
ss
2. Game
Appreciation
Learner

4. STRENGTHS OF GAME SENSE?
I will be using The Game sense approach pedagogy in teaching my PE class as it
holds many positive impact upon the child than the traditional skill focused
approach in PE, which as mentioned previously focuses more on the Fundamental
Movement skills(FML) rather than the students ability to develop those skills
throughout the game [Warm up or Major]. It is also apparent that students show a
better understanding of the tactical aspect of game play, (Lawton and
Werner,1989) which helps them enjoy the competitiveness sense of the game as it
progresses.
Overall the Game sense approach provides students with the fun essence of the
game while asking questions and developing on their FML along with their peers
while being put in the game. The Teacher as a coach precedes by starting with the
essential simplicity of the game and developing it into a more challenging
approach to have students ready to take on the development of their skills.
Developing on the simple context of the game this approach tends to use small
modifications as it develops throughout the game session. Through this sort of
Game approach PDHPE Teachers provides students with a quality framework
pedagogy in the teaching of Games and sport.

5. Another strength within the Games Sense is that it focuses on students, and
their questions, giving them the sense of development of their skills and
techniques whilst having fun playing the game. Its more concrete focus is
upon the actual game not the technique, and as the game progresses so does
their skill. As students realise their skills are developed unknowingly, it will
create a sense of excitement and an overall participation within the game.
The most notable strength is modifying the game for students to implement
the skills to other games throughout the Unit. I have noticed that my students
develop on their skills whilst understanding its concept, having to reduce the
technical requirements makes it easier on them to play the Game, develop on
their skill and have fun !
Students are expected to develop Locomotor skills throughout the Game
play, and the development of those skills are developed as the game precedes
(Board of Studies NSW. 2007. P.38) .
Traditionally students will be taught individually on the performance of the skill,
and then is thrown into the game (Usually this results in the confusion on the child
and a sort of Panic to how to implement those skills in a complex setting of the
Game ). For example students will be taught how the FMS is developed in a Tennis
game traditionally they will be taught the how the skill is performed before putting
them in the game. This focus upon the tactic skill lessens the enjoyment of the
kids towards the game. In the following page I will be exploring the Tactical
approach to implementing the Game sense throughout our classroom.

6. Rules-
Underarm throw over the net to begin.
Catch the ball above the head.
Pass with a two handed overhead throw to a
team member.
Third pass must go over the net.
Loss of point if the ball hits the ground on
your side of the court, ball goes over before
third pass, third pass goes into net the net
and lands on your side of the court or the ball
lands out of court.
Rotation and volleyball scoring applies.
Examples of key questions guiding the inquiry
approach
What is the purpose of the game?
What are the advantages to your team from
using all three passes allowed?
What do you have to do with your body in
order to catch the ball above your head?
Possible game progressions
 After the game has progressed, further examples of key
questions guiding the enquiry approach could include:
 From where on the court is it most difficult to return the ball?
 Where is the best place to serve the ball?
 Where is the best place to target the third pass over the net?
 Do not allow players to move their feet once they catch the
ball.
 Reduce the time allowed to hold the ball before a pass is
made.
 Allow the third pass to be a self set spike,
 After the first catch, all passes must be a self set.
 After the first catch and self set, the next two passes must be
sets or a self set spike.
 Eliminate the self set for the spike, the spike must occur from
a set.
 Introduce the forearm pass; bonus points if the serve reception
is a forearm pass.
 Introduce the serve; bonus points for a deep serve to the back
court.
 Introduce the block; bonus points for winning a rally from a
block. (Griffin, L. Mitchell, S. & Oslin, J,1997)
EXAMPLE- VOLLEYBALL
MODIFIED GAME

7. REFERENCE LIST
Board of Studies NSW (2007). ‘Personal Development, Health and Physical Education: K-6 Syllabus’.
Published by Board of Studies NSW Sydney, Australia. ISBN 1 7414 7400 0
Dewey, J. (1985). Democracy and education, 1916. J. A. Boydston, & P. Baysinger (Eds.). Carbondale:
Southern Illinois University Press
Griffin, L. Mitchell, S. & Oslin, J (1997) Teaching Sport Concepts and Skills: A tactical games approach.
Human Kinetics, Illinois.
Light, R. (2006). Game Sense: Innovation or Just good coaching ? Journal of Physical Education New
Zealand. (pp.8-18)
Mandigo, J., Butler, J., & Hopper, T. (2007). What is Teaching Games for Understanding? A Canadian
perspective. Physical & Health Education Journal,73(2)
Thorpe, R. D., & Bunker, D. J. (1997). A changing focus in games teaching. Physical education in
schools, 2. (Ch;4. pp. 52- 80).