The document discusses using a Game Sense approach in physical education classes. Game Sense is a coaching method developed in Australia that focuses on player discussion and problem solving rather than direct instruction. It emphasizes enjoying the game itself rather than isolated skills. Teachers guide students to explore games themselves through questioning rather than telling them what to do. This allows students to develop confidence, flexibility and understanding of tactical skills and teamwork. The benefits are that all student strengths are valued, their skills and understanding improve over time, and they learn through guided discovery from their own mistakes.

1. GAME SENSE
The Approach we are using this year in our
Physical Education classes!

2. What is a Game Sense Approach?
 In a Game Sense approach learning is made possible through a discussion between players, as well as
between players and the teacher (Pill, 2016, p.283).
 Game Sense is a coaching approach developed by Rod Thorpe and the Australian Sports Commission (ASC)
which is based around the idea of questioning, engaging players in learning by encouraging them to think
and talk about both the purposeful and technical aspects of play. Rather than telling students what to do,
the coach sets the learning environment and guides players through problem solving by asking them
questions (Light, 2006, p.9).
 Therefore, a Game Sense Approach is focused on the player and the game instead of the technique and skills
of the player, making sport more enjoyable (Light, 2006, p.10).

3.  By using this approach, we are giving children the confidence to explore and discover aspects of the game for
themselves. Teachers will only step in from time to time to ask the students questions, offer support and advice,
or to raise awareness of an issue. Game Sense requires students and teachers to be flexible, observational and
patient. (Townsend, 2007, p.9)
 According the NSW PDHPE Syllabus (2016) the school has a duty to inspire the physical growth and development
of all students, support the attainment of movement skills and help foster positive attitudes toward physical
activity. Involvement in physical activity should be enjoyable, allow creativity and be a social outlet that can help
build esteem (p.7). Engaging the children in games and sport helps develop their fundamental movement skills
(FMS) that will evolve into learning more sport-specific skills, and will promote feelings of achievement and
satisfaction (p.8).

4. What does a Game Sense Approach look like?
Small-sided
and designer
games.
Modification
of games: to
highlight
specific
tactical skills
needed or to
portray the
full rules in a
game.
Allowing the
students to
learn through
guided
questioning
initiated by
the teacher.
Playing the
game first
before
practicing all
of the game
components.
Grouping
games with
similar
principles of
play and
tactical
problems.
(Pill, 2016, p.282)

5. ASC Game Sense
Activities– Types
of Games
(Light, 2006, p.10)
Invasion Striking Net/Wall Target
Soccer/Football Cricket Volleyball Golf
Rugby Softball Tennis Archery
Basketball Squash Lawn Bowls

6. The Benefits of using
a Game Sense
Approach

7. Using a Game Sense approach will encourage a
sense of ‘team’ and perhaps even more
importantly, a sense of worth. Although some
students may feel that they are not confident in the
sport, they are in an environment where all their
strengths are valued and can be expressed. In the
long term, all students skill levels, understanding of
tactical play and their confidence will improve.

8. Children will discover ways that work and also
make mistakes which are essential to their
development and learning. With occasional
intervention, guidance and support they will
become more self-confident, assured and able to
adapt.

9. References
Shane Pill (2016) An appreciative inquiry exploring game sense teaching in physical education,
Sport, Education and Society, 21:2, 279-297, DOI: 10.1080/13573322.2014.912624
Townsend, G. (2007). Game Sense.
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education
New Zealand, 39:1, 8-19.
Board of Studies, NSW (2012). NSW Syllabus for the Australian curriculum: Vol.1, PDHPE K-6.
Sydney: Author.