The Game Sense approach to teaching physical education was developed in the 1990s as a learner-centered alternative to traditional skill-based instruction. It focuses on developing skills within the context of playing the game, allowing modifications for different skill levels. Game Sense is divided into four categories - target, striking, net/wall, and invasion/territorial games. Unlike direct skill instruction, it uses questioning to guide student reflection on technique and tactics. Studies have shown benefits of Game Sense in developing students' skills, confidence, cooperation and decision-making abilities across the curriculum.

1. A different approach to
teaching Physical
Education

2. What is Game Sense?
 Developed by Rod Thorpe in the 90’s, the Game
Sense approach provided a new and improved
technique to teaching physical education (Light,
2006)
 The Game Sense approach is a holistic, learner
– centred, approach that focuses on numerous
skills learnt as part of the game rather than
separately (Mandigo, Butler & Hopper, 2007)
 It allows for modifications throughout the game to
suit the students skill and expertise (Light, 2006)

3. The Game Sense
Categories
 In order to implement the game sense approach effectively
it is divided in to four categories. This allows students to
learn techniques and skills that can be transferred from
one game to another. The categories are:
 Target – eg.. archery or bowling
 Striking – eg. baseball
 Net/wall – eg. volleyball
 Invasion/territorial – eg. soccer and football
(Light, 2006; Mandigo, et al., 2007)

4. What’s the Difference?
While traditional methods use direct
teaching skills such as the use of drills,
the Game Sense approach uses an
indirect approach. This is one of the
main premises of Game Sense and is
achieved through guided questions
posed by the coach or teacher (Mandigo
et al., 2007; Light, 2006)
The teacher stops the game at different
intervals asking students what they think
worked, what didn’t and how it could be
improved. This empowers students to
reflect on their processes and continue
to improve their skills (Stolz & Pill, 2014;
Light, 2006)

5. What does this mean for
the students in 2A?
Games are designed so no student is left out or
waiting for their turn. This is done by creating
smaller groups and modifying rules such as
ensuring all students ‘touch the ball’ before a point
can be scored.
Games are modified to ensure they appropriately
challenge students – that is, they are not too easy
or too hard. This approach keeps students
motivated and keen to improve. Regular intervals
of questioning allows students to reflect and
enhance their techniques.
Most importantly, regardless of skill level, all
students have an equal opportunity to play and
improve. This also means that students with
greater skill do not have an advantage over lesser
skilled team mates as all players share an equally
important role in the game.

6. The Strengths of Game
Sense
 Students develop fundamental movement skills in a fun and
enjoyable environment rather than using repetitive boring techniques.
 Students develop communication skills by learning to call out for the
ball and expressing ideas regarding game tactics.
 Students become more confident, independent and responsible in
decision making skills. Even as young learners, they will no longer
need a teachers input to resolve all their issues.
 Students begin to trust their own judgments as they develop the
ability to reflect and suggest improvements on elements in the game.
 Students will not hesitate to play new games. Their confidence will
allow them to transfer skills from one game to another.
The new skills developed
will transfer to all areas of
their study. Students will
have more confidence and
faith in themselves as
capable learners.

7. How Game Sense relates
to the Syllabus
Unlike traditional methods of teaching sports, Game Sense touches on
numerous content in the syllabus. This includes:
COS1.1 –communication skills are developed throughout games.
DMS1.2 – Is able to make decisions based on past experiences
relating to tactics and technique
INS1.3 – Is able to interact and play effectively as a team member
MOS1.4 – Movement skills are enhanced throughout games
PSS1.5 – Draws on past experiences to solve familiar problems
ALS1.6 – Students actively participate in games/sports
GSS1.8 – is able to perform fundamental movement skills relevant to
stage 1
IRS1.11 – is able to communicate and cooperate with other team
members effectively.

8. References
Board of Studies NSW (2007). Personal Development Health and
Physical Education K – 6 Syllabus.
Light, R. (2006). Game sense: Innovation or just good coaching.
Journal of physical education, 39(1), 8 – 19. Retrieved from:
http://search.proquest.com.ezproxy.uws.edu.au/docview/211172960/f
ulltextPDF?accountid=36155
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games
for understanding. A Canadian perspective. Physical & Health
Education Journal, 73(1), 14 – 20. Retrieved from:
http://search.proquest.com.ezproxy.uws.edu.au/docview/214321414/f
ulltextPDF?accountid=36155
Stolz, S., & Pill, S. (2014). Teaching games and sport for
understanding: Exploring and reconsidering its relevance in physical
education. European physical education review, 20(1), 36 – 71. DOI:
10.1177/1356336X13496001