2. What isGame
Sense?
AKA:Teaching Games for Understanding
Sport teaching method that focuses on the game itself,
rather than the development of skills
A learner-centered approach that repositions the
teacher or coach as an observer and facilitator rather
than authority figure
Students are given more control over the rules of the
game and gain valuable communication, teamwork
and strategic skills
Source: Mandigo, Butler & Hopper(2007)
3. History
Game Sense was brought to Australia by RodThorpe
and his work with the Australian Sports Commission
It emerged out of constructivist theories, which
emphasise a need for students to become better at
critically reflecting upon their performance
RodThorpe wanted to develop sports players who were
more strategic and tactical
-Source: Pill (2016)
4. In practice
Uses smaller sided groups
Teacher acts as observer and facilitator
Teacher gives far fewer direct instructions
Aim is for students to learn how to solve problems
rather than the teacher ‘giving’ them the answer
Games are modified by the students
Students can change the rules of games in cooperation
with teammates and opposing team
Skills are developed at the same time as game play
-Source: O’Leary (2015)
5. Rationale
I decided to use a Game Sense approach to teach your
children Physical Education for the following reasons:
More engaging and motivating way to get students initially
interested in a new game or sport
Inclusive teaching pedagogy: all students can participate no
matter what their skill level is
Stops one student dominating the game
Allows for concurrent game play and skill development
Promotes ‘smart’ players, not just skilled players: students
learn strategic and tactical awareness
Practices student’s cooperation skills during rule negotiations
6. Strengths
The Game Sense approach is a pedagogically sound method of
Physical Education instruction because it highlights the most
important aspects of sportsperson-ship: communication and
teamwork.
Students thrive on the sense of control and ownership of the
games and sport they play during Physical Education because they
feel they are really contributing to how a game is played. Students
get to create new rules and discuss it with their teammates.They
begin to realise that the rules they put into effect can give their
team a strategic advantage.
Students also use the Game Sense approach to make their games
harder at a rate proportionate to their increase in technical skill
level.This makes it a more inclusive approach to teaching Physical
Education.
7. Syllabus
Alignment
Below are the ways in which Games Sense approach aligns with
the NSW Board of Studies Syllabus (2007).The syllabus highlights
the following skills for students to develop through PDHPE.:
Moving: Students are motivated to get outside and play the games
because they find sport more fun and engaging.
Problem solving: Students’ minds are trying to figure out the best
rules to suggest and which skills will help them succeed.
Decision-making: Students work together to come to a decision
about which rules to implement.
Communicating: Students must talk to their teammates, as well as
using non-verbal cues, to communicate throughout the game
Interacting: Students are interacting with their peers through
negotiating, talking, laughing and supporting each other.
8. References
Board of Studies, NSW. (2007). Personal Development, Health and
Physical Education K-6 Syllabus. Board of Studies: Sydney.
Mandigo, J., Butler, J., & Hopper,T. (2007).What is teaching games
for understanding?A canadian perspective.The PHE, 73(2), 14-20.
O’Leary, N. (2015). Learning informally to use the ‘full version’ of
teaching games for understanding. European Physical Education
Review Vol 22, Issue 1, pp. 3 – 22. DOI: 10.1177/1356336X15586177
Pill, S. (2016).An appreciative inquiry exploring game sense
teaching in physical education. Sport, Education and Society. 21(2).
pp 279-297. DOI: 10.1080/13573322.2014.912624
