2. Game Sense Approach
The Game Sense Approach was developed from the Bunker-Thorpe model in the mid-1990s. It is a student
centred approach that prioritises students’ needs and abilities over the importance of the game.
When utilising this model, students are given the opportunity to experience and learn the game before
understanding the concepts and developing tactical skills (Light, 2013b).
It focuses on the notion of playing a game and gradually learning the skills and strategies during the process
rather than directing the lesson based on teaching the skills (Light, 2013a). This approach increases the
motivation of students as the games accommodate for learners of varying skill levels.
3. Continued…
By adopting the Game Sense Approach 2S learns to not just be skilled, but smart players who are able to
execute the fundamental movement skills.
The GSA provides opportunities for students to learn how to problem solve, make decisions and think
tactically (Light, 2013b). It also offers students a more enjoyable physical education experience as it aims to
prevent domination and encourages inclusive behaviour.
5. The Four Categories of Games
1. Target
Examples: Archery, Bowling, Golf
2. Striking (or Fielding)
Examples: Baseball, Cricket, Softball, Tee-ball
3. Net and Wall
Examples: Badminton, Squash, Tennis, Volleyball
4. Invasion (or Territory)
Examples: Basketball, Football, Hockey, Netball, Soccer, Water Polo
6. Rationale
There are many benefits in utilizing the Game Sense Approach in physical education. Firstly,
the GSA can be a motivational method to learn physical education as it suits the skill levels
of all learners. As it centers its idea on playing a game within an inclusive environment,
students gradually learn how to problem solve, make decisions and work cooperatively with
one another. This will motivate students to have a more positive attitude towards learning
PDHPE as students’ social, cognitive and physical wellbeing will also develop as a result of
this beneficial method of learning.
7. Continued…
In relation to the NSW PDHPE syllabus (2007), the Game Sense Approach as a student
centred approach can encourage young children to be more active in their daily lives. By
becoming more active and developing a positive view on PDHPE, students will achieve and
maintain good mental, physical, social and spiritual wellbeing as well as enhancing their
quality of life.
The NSW PDHPE syllabus (2007) sequentially developed sport programs and made it
compulsory for students to be provided with the opportunities to develop fundamental
movement skills that can generate positive health outcomes.
8. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney: Board of Studies
Light, R. (2013a). Game sense for physical education and sport coaching. Game sense: Pedagogy for
Performance, participation and enjoyment. 37-47. London, UK: Routledge.
Light, R. (2013b). Game sense pedagogy. Game sense: Pedagogy for Performance, participation and
enjoyment. 48-58. London, UK: Routledge.
