Game sense is a teaching approach that focuses lessons on games rather than technique drills. This allows students to develop skills like decision making in a realistic context while having fun. The teacher acts as a guide, asking questions to encourage student-led analysis of their performance and understanding. Example modified netball games are described that teach location skills through activities like "Piggy in the Middle" without direct instruction. The strengths of this approach include developing movement skills through engagement, helping students understand the full game, and promoting an active, student-centered learning environment.

2. What is game sense?
• Game sense is a teaching approach that makes games the focus of the lesson. By focusing on games instead
of technique drills, students are able to have more fun as they develop their skills in a realistic context,
learn tactical awareness, and improve their decision making skills (Light, 2013).
• It allows students to develop their understanding of the game, rather than just focusing on their ability to
perform specific skills in the sport (Light, 2013).
• It is student-centred as students learn skills by playing the sport, then are asked questions by the teacher
on how they think they need to improve (Pill, 2016).
• Instead of teaching technique through drills, game sense breaks down the skills and rules of each sport by
teaching them through modified games, guided inquiry, and ‘game first, practice later’ mentality (Pill,
2016).

3. Using game senseHere is an example of how game sense can be used to teach netball. The following modified games include
descriptions and a list of skills which should help you further understand what game sense is.
Activity 1
Piggy in the middle
Description: The class separates into groups
of 3. Two of the students throw the ball to
each other while the third students attempts
to catch the ball in the middle. When the
middle student catches the ball, they then
swap with the person who threw it, and the
game continues.
Skills developed: throwing, catching, jumping
Activity 2
Golden child
Description: The class is divided into two. One
group stands in a line and takes turns to
throw the ball into the hoop. The other group
takes turns to run around the court and make
it back to home base. If a player scores a goal,
the running student needs to sit down. The
team with the most students to make it back
to home base wins.
Skills developed: running, throwing (into goal)
Activity 3
Zone ball
Description: The class separates into two
teams and the court is divided into 3 zones.
Each player is given instructions on which
area they are allowed to move in. Each team
can pick one student from each zone who can
pass into the next one throughout the game.
The aim is to throw the ball between each
zone, and into your team’s netball hoop. The
team with the most points wins.
Skills developed: running (in zones), throwing,
catching,

4. Using game sense - continued
Netball
Students then progress into playing a real
game of netball. This is when the teacher
expands on the rest of the rules, e.g. player
positions, distance between players, and
remaining stationary when holding the ball.
Inquiry learning
Between each activity, the teacher will
guide the students in a class discussion by
asking them questions about their
experience. This encourages students to
analyse their own skill development and
understanding of netball.
Other skills developed through
netball:
Pivoting upper body, throwing
while staying stationary,
blocking
Focus on game
By playing the game instead of practicing
technique drills, students become spatially
aware of the zones of the court. They also gain
an understanding for fair play, teamwork,
roles/responsibilities, and game strategies.

5. Strengths as a teaching approach
Develops fundamental movement skills
Game sense creates a fun and engaging way to develop students’ fundamental movement skills. Students are
more willing to participate and have a positive experience when the focus is put on the games and not on
technique drills. As they learn to play a range of games, this increases their opportunity to practice each skill.
Syllabus content
Movement skills for games and sport are apart of the stage 2 syllabus content.
Skills that year 4 develop through the use of game sense include:
Non-locomotor Skills
• stretch, bend, twist, pivoting
Locomotor Skills
• running/sprinting, dodging, jumping/landing
Manipulative Skills
• throwing, fielding/catching, dribbling, striking/hitting, kicking, trapping/passing

6. Strengths as a teaching approach
Understanding the game
Another strength game sense has as a teaching approach is its ability to help students understand
the game.
Technique focused lessons
• Repetition of drills that can become
disengaging
• Purely focuses on the quality of
movement
• Students then play a game without
having a deep understanding of:
• The rules
• Game strategies
• Playing as a team
Syllabus content
By using game sense, the following syllabus content is covered:
Games and Sports
Games
• spatial awareness
– creating space
– positional awareness
• minor games
– chasing games
– ball games/relays
– territorial games
– modified games
Playing the Game
• safety considerations
• fair play and teamwork
• benefits of and influences on
participation
• roles/responsibilities
• effort and practice
• competition
• rules/tactics/strategies

7. Strengths as a teaching approach
Student-centred
Syllabus content
This covers the following subject
matter:
Personal Health Choices
Making
Decisions
• analysis of
problems
• decision making
process
Game sense is very student-centred. The focus is not on the teacher who commands their every move and gives
them all the information. Instead, teachers act as guides as students make their decisions during the game,
analyse their experience through discussions, and draw their own conclusions.
Game sense is student-centred, and therefore promotes
active learning.

8. References
Board of Studies, NSW. (2007). Personal development, health, and physical education K-6
syllabus. Sydney: Board of Studies
Light, R. (2013). Game sense pedagogy for performance, participation and enjoyment. Milton Park,
Abingdon, Oxon; New York: Routledge.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 21(2), 279-297.