Game Sense Approach

1. What is Game Sense?
Why is it used in our classroom?
A rationale for Teaching
Heba Elhami

2. What is Game Sense
Approach?
 Game sense contextualises learning through games or game like
activities.
 It is a student-centered approach as it places the needs and abilities of
players before the importance of the game.
 A systematic coaching approach which focuses on the
enjoyment of games rather than the acquisition
of technique.
 The game sense approach focuses on the idea that technique is
developed through play.
(Pill, 2011)

3. Traditional Approach
 Previously, teaching practices in PDHPE revolved heavily
around developing physical skill while decision-making
and tactical understanding skills were neglected.
 Such approaches are unqualified in developing
intellectual competencies of critical thinking skills in sport
(Cushion, 2003).
 The approach involved practicing skill and technique
repeatedly until perfected before applying in a game situation.
 Such techniques have failed to cover all aspects of syllabus outcomes.
(Pill, 2011)

4. The Rationale of Game
Sense
 Game Sense was developed in order to steer from traditional forms of teaching,
which proved to be ineffective in covering all PDHPE syllabus outcomes
effectively. As traditional forms of teaching focused solely on the acquisition of
skill prior to application through game, students lacked development in decision-
making and tactile awareness skills.
 The Game Sense approach targets various aspects of the Personal
Development, Health and Physical Education, Primary K-6 Syllabus as it places
game-like environments at the center of learning and development. Through this
students develop communication, decision-making, interacting, moving and
problem solving skills while developing an appreciation for physical activity and its
importance to personal health. Through the Game Sense approach students
develop creativity in performance and motivation to exceed whilst acquiring new
skills and technique. It also promotes deeper understanding, generates tactile
awareness and develops independent decision-making skills.
 As a teaching approach, Game Sense focuses on the students, physical, social
and intellectual skills. It allow teaching to use purposeful questioning to guide
student discovery and then understanding of game performance. Students are
encouraged to reflect on their participation in order to progress in play.
(Pill, 2011)

5. Benefits of Game Sense
 Engages students in minor and modified game strategies
and concepts where development of both skill and
understanding of tactics of the game are included.
 Encourages simple modifications to accommodate varied
abilities.
 Maximises student inclusion.
 Modified game rules- to teach a specific aspects of a game.
E.g. invasion sport.
 Promotes development of ‘thinking’ skills.
(Light, 2012, 2013)
(Pill, 2011)

6. What is Purposeful
Questioning?
 The aim of Game Sense Approach and purposeful
questioning is to develop understanding, skills, values and
attitudes in each student to lead healthy and active lifestyles.
I. What was the aim of the game?
II. What are the advantages and disadvantages of the game?
III. What skills did you use when playing?
IV. What have you learned about physical education throughout the
game?
V. What are some concepts you have learned throughout the game?

7. References
 Light, R. (2012). Game sense: Pedagogy for performance,
participation and enjoyment. Routledge.
 Light, R. L. (2013). Positive pedagogy for physical education and
sport: game sense as an example. In Contemporary developments in
games teaching (pp. 41-54). Routledge.
 Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008).
Children's motivational experiences following autonomy-supportive
games lessons. European Physical Education Review, 14(3), 407-
425.
 Pill, S. (2011). Teacher engagement with teaching games for
understanding-game sense in physical education. Journal of Physical
Education & Sport/Citius Altius Fortius, 11(2).