Game sense is a student-centered approach to teaching physical education and sports that uses modified games as the focus of lessons rather than isolated skills. It emphasizes active participation, questioning over direct instruction, and developing decision-making skills through authentic practice. The approach motivates students by involving them in inclusive, modified games that decrease technical demands and allow exploration of strategies. Teachers facilitate learning through positive feedback and encouraging student reflection and idea-sharing about game strategies.

1. Game Sense
By Sam Kirk
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2. What is ‘Game Sense’
• Game sense is to be considered a relatively new approach which uses games as the
focus for the session or lesson (Towns, 2002).
• It is an approach which is predominately student centered as well as inquiry based
in order to not only learn sports; but improve their skills and understanding while at
the same time actively participating (Curry & Light, 2006). This type of learning is
also consistent with constructivist learning theories.
• Game sense encourages questioning instead of teacher instruction, which means
learning takes place within an authentic context, aiding in developing students
understanding, as well as decision making skills (Towns, 2002).
• The game sense approach also links with the development of fundamental
movement skills; such as throwing, catching, dodging (depending on the sport being
taught). These skills are an important part of the content for much of the games and
sport covered in the PDHPE syllabus (Board of Studies, 2007).

3. The Student and Game sense
• Traditionally, students would grasp the skills before playing the game. The game sense
approach, however, concentrates on the game rather than skills and techniques which
is achieved through the use of modified games (Curry & Light, 2006).
 When skills are developed in concurrence with understanding, it decreases technical
demands on students allowing the teacher to focus on the game as a whole (Pill,
2016).
 The game sense approach incorporates physical, intellectual and social learning,
enabling students to be creative as well as experiment in a safe and fun environment
(Curry & Light, 2006). The PDHPE syllabus involves not only physical education content
of locomotor skills and non locomotor skills, but also skills in relationships and
communication (Board of Studies, 2007).
 This approach immediately involves and motivates students due to its inclusive nature.
Game sense decreases the chance for individual students to dominate the lesson, thus
including diverse learners.

4. TheTeacher and Game Sense
• During a lesson or session, the teacher should facilitate students’ learning
by emphasising engagement in learning as well as consistently giving
positive feedback (Light, 2013).
• Teachers should ensure students knowledge is valued by: first discussing
the game with the students, and encouraging them to reflect and
formulate ideas on the game; and then to physically test them out.
• Teachers should aim to be flexible, observe, and be patient when using
the game sense approach, in order to allow students to explore and
discover a solution together, rather than giving them the answers (Light,
2013).

5. Rationale
• The game sense approach is an essential method of teaching sport and movement
skills as it provides students with a fun and engaging approach to learning, rather than
focusing on skills and development as such. Technique is an important aspect of skill
and sport, however it should not be made the focal point during a lesson. I believe that
when technique is taught in isolation, it fails to teach students to take into
consideration all different aspects of the field, as well as how to compete while under
pressure. Game sense has the ability to teach these types of skills, while in a positive
environment where students can make mistakes, and have the confidence to correct,
or try and improve the skill. Students should be encouraged to participate in sport and
the skills that come along with it by just ‘having a go’ and seeing what comes from it.
These are all reasons why I believe this approach should be taught in physical
education, as well as it links to the PDHPE syllabus, Australian teaching Standards, as
well as the support it has from a theoretical perspective.

6. Strengths
• Using the game sense approach as a teacher can offer many benefits.
• These include the opportunities for formative assessment through the process and
progression of skill development in sport that game sense presents. Formative
assessments of students can easily be considered before, during and after lessons.
• Game sense also allows for students to reflect on their own learning. This approach
links with social constructivist theory, as it is often learning through peers. If a
student can see a peer performing a particular skill, they will often try and replicate it
without instruction. Not only does it allow for students reflection but also teacher
reflection. Through the game sense approach, it will become obvious when and how
students were engaged during the lesson, the skills they grasped, the skills they need
to work on, as well as their approach to learning through communication and trial
and error. Game sense without a doubt promotes communication in group situations,
as well as active listening skills which links to the content of interpersonal
relationships and communications as part of the PDHPE syllabus (Board of Studies,
2007).

7. References
• Board of Studies, NSW. (2007). Personal development, health and physical education
K-6: Syllabus. Sydney, Australia: Author.
• Curry, C. & Light, R. (2006). Addressing the NSW quality teaching framework in
physical education: Is game sense the answer? In R. Light (Ed.) Proceedings for the
Asia Pacific conference on teaching sport and physical education for understanding
(pp 7-19). Sydney: the university of Sydney.
• Light, R. (2013). Game sense for physical education and sport coaching. In Game
sense: Pedagogy for performance, participation and enjoyment (pp. 37-47). London,
UK: Routledge
• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society, 21(2), 279-297
• Towns, J. (2002). About game sense. University of Wollongong. Australia.