1. GAME SENSE
GAME SENSE (GS) is a STUDENT
CENTRED, game-based approach to
teaching physical education in which
learning takes place within the context of a
modified game or game-like activity (Light,
2012). This approach challenges the
traditional coaching practice to run drills
outside of a game context.
2. GAME SENSE
In aGS approach, games will often begin with small groupsof players and
minimal rules. As the players gradually build understanding, the game
becomes modified and increases in complexity (Pill, 2011).
Furthermodifications can bemade in
orderto increase participation for
students with varying ability levels and
to better suit the learning outcomes.
Importantly, the focus is on the students
playing the game rather than ‘coaching’
students on techniques.
3. GAME SENSE
Game sense encourages students to develop skillsin a realistic
contextin order to:
• Becomemore tacticallyaware
• Practicemakingdecisions
• Think strategicallyabout game concepts
• Increaseperceptual ability(abilityto process sensory
information)
• Increase participation
• HAVE FUN!
(Light, 2012)
4. RATIONALE
The GS approach allows learning to take place within an
enjoyable and realistic setting. Ratherthan students practicing
drills individually to master specific movement skills, students
are able to developthese gradually while simultaneously
developing an appreciation of the game.
GS is inclusive as it allows for differentiation. The game-like
activities can be modified to allow for smaller or larger groups
and to ensureeverystudent has a chance to participate. At the
end of a game, the teacher can reviewthe lesson and modify it
further.
5. RATIONALE
GS provides an opportunity for
students to workcooperatively. It
allows for students to practice:
COMMUNICATION
DECISION MAKING
INTERACTING
MOVING
PROBLEM-SOLVING
in a game context, allof which are essential skills
highlighted in the NSW PDHPE Syllabus (Board of
Studies, 2013).
6. RATIONALE
Finally…
Game senseallows students to make
mistakes, learn from them and build
up confidence. Rules are gradually
introduced and technicalinstructions are
only given when students are ready. By
doing this, students buildup confidence
asthey work out solutions for
themselves.
7. References
Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
Light, R. (2012). Game Sense : Pedagogy for Performance, Participation
and Enjoyment. Florence, UNKNOWN: Taylor and Francis.
Pill, Shane,B.Ed (P.E.) M.Ed F.A.C.H.P.E.R. (2011). Teacher engagement with
teaching games for understanding - game sense in physical
education. Journal of Physical Education and Sport, 11(2), 115-
123. Retrieved from https://search-proquest
com.ezproxy.uws.edu.au/docview/1017884542?accountid=36155
