The Game Sense approach to teaching physical education focuses on allowing students to explore games tactically and make their own decisions, rather than practicing isolated skills. It was developed in the UK and Australia to emphasize learning through modified games over direct instruction. This student-centered approach benefits motivation, independent decision making, and the development of skills and strategies in context. Using Game Sense aligns well with constructivist learning theory and helps students meet multiple outcomes in the NSW PDHPE curriculum, such as communicating, decision making, and problem solving.

1. Game Sense approach in PDHPE

2. What is a Game Sense approach
• The Game Sense approach is relatively new to the teaching of Physical Education, the games are developed around the
concept of focus rather than practicing the technique. This encourages students to think tactically and make better
decisions when playing the game. It also helps students think strategically about the concept of the game while
developing skills.
• The Game Sense approach was first introduced at Loughborough University in the UK (Bunker & Thorpe, 1982). It aim to
“provide a learner-centred approach that puts the needs and abilities of the participants first over the importance of the
game” (Pill, 2016).
• This approach reflects on a variation of both Bunker and Thorpe’s Teaching Games for Understanding model. It’s
learning allows students to modify the game rather than direct instructions this providing students with the opportunity
to explore and discover different skills.
• This approach further encourages student’s learning and their development in movement along with the establishment
of strength in their interactions between students and team work. The Game Sense approach interrelates the use of
tactical understanding, skills, techniques and decision making.
• The Game Sense approach targets the sensory and social domains of
learning while also targeting the physical and cognitive domains of FMS.

3. This figure is a representation of the Game Sense
model. The games focus on allowing students to
build their game appreciation and use tactical
awareness. It is also allows students to make
decisions this covers the content syllabus of
Decision Making DMS3.2 in evaluating personal
decisions. When students have explored the
game they will focus on improving skills this
reflecting on step 5 of the model and hence
perform both the skills and the game. The games
represent common tactical elements that create
the basis of the game system.
Game Sense Model

4. Development of Game Sense approach
• In Australia the TGfU approach is referred to as a Game Sense approach
• Rod Thorpe (Light, 2004) worked with the Australia Sports Commission (ASC) and some Australian coaches to
develop a systematic coaching approach based around the Game Sense model in the 1990s (p. 117).
• The Game Sense resource kit put together by Thorpe includes a workbook and video that reflect on the structure
for teachers and coaches whom apply the Game Sense approach to their teachings.
• The Game Sense approach is based on allowing participants to stimulate their thinking rather than providing
them with explicit instructions.
• The development of the Game Sense approach integrates the FMS physical domain in its locomotor skills, body
management skills and object control skills. It also integrates the cognitive domain in understanding how the
body moves and the physical world as well as applying thinking skills (Department of Education, 2013).
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5. Benefits of the Game Sense approach
The Game Sense approach benefits:
1. Independent Players – Kidman (2001) states that players need to be empowered in training to become decision
makers of their own. This reflects on the Game Sense approach model as it improves the players decision making
skills.
2. Motivation – The Game Sense approach increases the motivation of the beginner learners. It allows them to
understand and discover the game based on their interpretation however then introduces the skills to improve
students and direct them to become more successful.
3. Skills and Strategies – This approach aims to provide context of learning skills and strategies more meaningful.
Students will discover ways that work and also make mistakes which are essential to their development and learning. This
covers the outcome syllabus in the PDHPE syllabus of communicating COS3.1 where students use negotiation skills in
group activity.
4. Constructivist Learning Theory – The Game Sense approach reflects on the constructivist learning theory where
Dewey (1916) states that a meaningful learning approach occurs as a result of an immediate reflection on the overt
experience.

6. Game Sense approach compared to
Traditional approach
This figure is a comparison of the Game Sense approach
and a Traditional approach. A Game Sense approach is
student centred, it allows students to develop
fundamental skills. Students focus on playing the game
then learning skills and techniques associated in the
game through participation. Students are also able to
discover inquiry through the experience they gain and
the teacher is more a facilitator and educator. A
traditional approach is teacher centred, it focuses on
the skills and techniques before participating in the
game. Students are taught by telling and the teacher is
more a direction giver.

7. Why use Game Sense approach ?
The use of a Game Sense approach:
• Allows students to enhance their learning and examine the relationship with their mind and body (Light, 2012).
• Allows students to make decisions and problem solve on their own, this providing students with an opportunity of
responsibility.
• Allows students to participate in physical activity acquiring skills independently.
• Allows students to develop skills and techniques after participating in the game.
Using a Game Sense approach covers different outcomes associated in the PDHPE syllabus including; moving, problem
solving, decision making, communicating and active lifestyle.

8. Rationale
Integrating a Game Sense approach to PE lessons in primary school is important. Students are developing and improving on
their fundamental movement skills while living an active lifestyle. Students are able to use tactical and strategic thinking while
playing the game, this reflecting on the independence of student to decision make and problem solve. I believe using a Game
Sense approach in teaching Stage 3, Year 5 will provide these students with different opportunities to grow and develop. It
allows students to complete the method of trial and error where students discover ways that will solve problems and make
mistakes that will help them develop and learn. Students will also reflect on the PDHPE Syllabus in areas of:
• Communicating – COS3.1: Students use negotiation skills in group activities e.g. games.
• Decision Making - DMS3.2: Students evaluates personal decisions.
• Interacting - INS3.3: Students uses strategies to resolve conflict e.g. negotiation.
• Moving - MOS3.4: Students varies running patterns to cater for sprinting, distance running, side stepping, dodging, and
defensive marking.
• Problem Solving - PSS3.5: Students selects the most appropriate solution to a given problem and
reflects on outcomes of chosen solution.
• Active Lifestyle - ALS3.6: Participates in physical activity programs based on developing a personal goal.
Board of Studies PDHPE Syllabus K-6

9. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Board of Studies.
Bunker, D. & Thorpe, R. (1986) The curriculum model in: Rethinking games teaching. Loughborough, UK, University of Technology
Department of Physical Education and Sport Science
Gallahue, D. L., & Donnelly, F. C. (2007). Developmental physical education for all children. Human Kinetics.
Kidman, I. (2001). Developing decision makers: an empowerment approach to coaching. Christchurch, Innovative Print
Communications.
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and challenges. Physical Education & Sport Pedagogy, 9(2), 115-
131.
Light, R. (2012). Game sense: Pedagogy for performance, participation and enjoyment. Routledge.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-
297.
White, M. (2015). Traditional VS Game Sense. Retrieved from https://www.slideshare.net/MelanieMichele/game-sense-approach-
53045294