Game sense approach

2. • Game sense approach is a style of teaching that involves teaching games for
understanding. Game sense approach helps develop decision-making skills and
tactical awareness in students during small-sided and modified games (O’Leary,
2016).This approach “places the game at the heart of the session” (Light, 2013,
p.i). Game sense approach allows the leaner to develop understanding from
playing the game, rather than focusing on isolated techniques and movements.
This style of teaching aims to give meaning to the full game or sport while
allowing the learner to develop skills and understanding at the same time (Light,
Curry, & Mooney, 2014).This involves reducing technical demands on students
and instead increasing tactical awareness.

3. Most learning occurs within game-like activities that involve decision-making and
competition (Light, 2013).
The teacher/coach uses questions to get students
thinking and promote intellectual engagement (Light, 2013).
Designer and small-sided games.
Play practices, modification and designer games that focus
on tactical and motor skill learning (Pill, 2014).
Grouping games of similar nature (same tactical problems and
principles of play) to allow the transfer of concepts between games (Pill, 2014).

4. Game sense approach was one of the many variations of theTeaching Games
for Understanding approach (TGfU) developed by Bunker andThorpe in 1982
(Light, 2013). BeforeTGfU, there was a big focus on mastering isolated
techniques or skills before playing the game (Light et al.,2014).
Bunker andThorpe created this model after observing a wide focus on
developing technically sound students rather than good game players. After a
loss of interest inTGfU during the 1980s, the 1990s saw the spark of interest
and debate of the importance of tactics over technique in games.
During this time, RodThorpe visited Australia to work with the ASC and
Australian coaches to develop an Australian version ofTGfU called Game
Sense. UnlikeTGfU, Game Sense is less structured and focuses on coaching
that informs learning within modified games. Game Sense also promotes
questioning to make it player-centred and engaging (Light, 2013).

5. “Students demonstrate teamwork, tactics and
strategies when participating in team games.
They demonstrate proficiency in the
fundamental movement skills of leap, kick,
twohanded strike and dodge and apply them in
a range of challenging physical activity
contexts” (BOSTES, 2014, P.15).
Applies movement skills in games
and sport that require cooperation,
communication, observation of rules
and decision making. Participates in
games and sports combining
strategy, teamwork, movement skill
and fair play (BOSTES, 2014).
Game sense is incorporated in the
curriculum through a broad range of
games, physical activities and sports.
The NSW PDHPE
syllabus states that
students should
develop fundamental
movement skills (FMS),
through the use of
games in non-
competitive and
competitive
environments, while
promoting feelings of
success and enjoyment
(BOSTES, 2014).
“Students apply, adapt and
vary movement skills in dance,
gymnastics, games and sports”
(BOSTES, 2014, p.15).Students participate in a variety of
moderate to vigorous physical activities
and apply movement skills with
increased precision and confidence.

6. Game Sense provides deep knowledge as
students learn key ideas and concepts required
in game play and apply this knowledge while
playing.They not only develop knowledge of
games but also enact knowledge, known as
knowledge-in-action.
Game sense provides
opportunities for
creativity,
maximising activity
and enjoyment.
Whether they are
on the ball or not,
students develop
an understanding
of the tactics of
play.
Develops player autonomy
(independence) by putting
them in situations where
they need to make decisions
independent of the teacher
(Light, 2004).
Gives players the opportunity
to develop problem solving
abilities and social skills that
they can transfer to real life
situations (Light, Curry &
Mooney, 2014).
Is inclusive of all
players,
regardless of
ability.
Allows for higher order
thinking.This occurs when
students take in cues, make
instant decisions and perceive
what is happening around
them.

7. For more information regarding Game Sense approach visit the following websites:
https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-
resources/game-sense-approach
http://www.healthpromotion.com.au/HPS/Game_Sense.htm
https://thephysicaleducator.com/2014/07/09/play-with-purpose-an-introduction-
to-the-game-sense-approach/
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/pdhpe/pdhpe-k-6-syllabus

8. Board of Studies, NSW. (c2007). Personal Development, Health and Physical Education K‐6 Syllabus. Sydney: Board of Studies. Retrieved from http://k
6.boardofstudies.nsw.edu.au/wps/portal/go/personal‐development‐health‐and‐physicaleducation‐pdhpe
Light, R. (2004). Coaches' experiences of Game Sense: Opportunities and challenges. Physical Education and Sport Pedagogy, 9(2), 115-131
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical education. Asia-Pacific Journal of Health,
Sport and Physical Education, 5(1), 67-81.
Light, R., Ebooks Corporation, & MyiLibrary. (2013). Game sense pedagogy for performance, participation and enjoyment (Routledge studies in physical
education and youth sport). Milton Park, Abingdon, Oxon ; New York: Routledge.
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for understanding. European Physical Education Review, 22(1), 3-22
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 1-19.