2. What is Game Sense?
- In Australia, the Teaching Games for Understanding (TGfU) model is better
recognised as ‘Game Sense’ (Pill, 2011, p. 116)
- Shane Pill (2016) suggests there is “strong advocacy for Game Sense as a preferred
sport pedagogy, but slow acceptance in Australian physical education” (p. 279)
- It is a teaching approach in PDHPE which “allows students to individually explore
problems, make decisions and form new knowledge and movement solutions” (Pill,
2011, p. 115).
- A Game Sense teaching approach allows for modified games to be the focus of the
lesson, encouraging students to employ their physical and cognitive abilities. This in-
game situation will allow students to learn and discover new strategic and tactical
aspects on the run and will provoke students to think critically and enhance the ability
to read the game, make decisions and then act.
Richard Light (2013) strongly believes that the Game Sense pedagogical approach
“‘encourages players to develop skills in a realistic context, to become more tactically
aware, to make better decisions and have more fun” (p. 157).
3. What is Game Sense? (cont.)
- The emergence of Game Sense challenged the traditional Physical Education
emphasis on “reproductive practice by foregrounding learning the contextual
application of sport skill through modified games” (Pill, 2011, p. 115).
- Webb & Pearson (2008) clarifies that Game Sense can be perceived as “‘play
practice’, ‘game centred approach’ of learning where students improve their
fundamental skills and body movements through in game experiences” (p.
1).
- Johnson & Walker (2016) believes if you are a creative educator, “almost all
games and sports can be adapted or modified depending on the skill level
and needs of the students” (p. 49).
- Webb & Pearson (2008) highlights that Game Sense places emphasis on “the
play, where tactical and strategic problems are posed in a modified game
environment” (p. 1) and ultimately placing students under the spotlight.
This emphasis ensures the focus of a lesson is on the student during an in-
game situation, where “cognitive skills such as ‘tactics, decision making and
problem solving are all critical” (p. 1).
4. The Benefits of
Game Sense
Shane Pill (2016) states there are important characteristics of Pedagogical approach of Game
Sense, these are:
- Small-sided games allow for a faster game and greater participation
- Modification of game rules which provokes students to remain engaged by
constantly changing their ways of thinking and helps eliminate the students
becoming uninterested through repetition.
- Game first rather than practice first as students will learn how to play the game and
the skills required through playing, once again in place of a repetitive skill exercise.
- Johnson & Walker (2016) emphasises students learn through the use of modified
games catered for their skill level and “progressively increase their decision-making
and tactical awareness” (p. 47). An effective teaching pedagogy will couple this with
the use of in-game questioning. This technique will ensure students remain engaged
and encourage them to think critically, thus developing their strategic decision
making and problem solving skills and their “skill execution and development
through game play” (p. 47).
- Johnson & Walker (2016) states that a goal of Game Sense was to “place students in
situations where they were forced to problem-solve and to make strategic decisions
about game play in addition to developing sport-specific skills” (p. 47).
5. Syllabus Requirements for
my Stage 2 Students
The PDHPE syllabus makes a unique contribution to the total school
curriculum, in that it is “directly concerned with supporting the
development of the student as a whole person” (p. 5).
The benefits of Game Sense is explored in the K-6 PDHPE Syllabus in
Stage 2 and refers to essential skills which are the prime focus of this
pedagogical approach, these include:
- DMS2.2: Decision-Making - “Makes decisions as an individual and as a
group member.”
- MOS2.4: Moving - “Displays a focus on quality of movement in
applying movement skills to a variety of familiar and new situations.”
- PSS2.5: Problem Solving – “Uses a range of problem solving strategies.”
6. Syllabus Requirements for
my Stage 2 Students (cont.)
School programs at all levels have a responsibility to encourage the
physical growth and development of all students, support the
acquisition of movement skills and nurture positive attitudes towards
physical activity (BOSTES, 2007, p. 7).
PDHPE Strand:
GSS2.8: Games and Sports – “Participates and uses
equipment in a variety of games and modified sports.”
- Describes how cooperation and encouragement
leads to success in games.
- Practices and refines movement skills in a variety of
games from a range of cultures.
- Demonstrates fun ways of practicing skills.
- Demonstrates efficient ways of using equipment while working
cooperatively with others.
The Game Sense teaching pedagogy can be implemented in various
ways to target all these syllabus outcomes, whilst allowing students to
enjoy themselves in games.
7. Rationale
I believe from the scholarly information and research provided above, Game Sense is
an engaging and interactive teaching approach to teaching physical education.
By implementing this game based pedagogical approach, physical educators aim for
students to gain a greater understanding of all aspects of games and develop the
challenging cognitive facet of gameplay.
Game Sense is a student-centred approach, it offers students a realm of possibilities and
a real sense of freedom, which will inspire them to learn various techniques and skills
and construct their own sense of understanding.
There is no doubt in my mind, Game Sense also has a positive effect on the social
interactions and relationships between students and their perceptions of learning and
attitudes towards the sport and physical activity.
Overall, I strongly believe through the effective implementation of the Game Sense
approach, students will develop socially, cognitively and will develop into physically
literate students.
8. Reference List
Board of Studies Teaching & Educational Standards NSW (2007). K-6 Personal
Development, Health and Physical Education. Retrieved 27th September
2017, from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/pdhpe/pdhpe-k-6-syllabus
Johnson, I. Walker, E. (2016). Teaching Games for Understanding: Building a
Physically Literate Individual. Journal of Physical Education, Recreation &
Dance. ProQuest. Pp. 47-49.
Light, R. (2013). Game sense: pedagogy for performance, participation and
enjoyment. Sports Coaching Review. Abingdon, Routledge. Pp. 157-158.
Pill, S. (2011). Teacher engagement with teaching games for understanding - game sense in
physical education. Journal of Physical Education and Sport. 11(2). Pp. 115-
123.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society. 21:2. Pp. 279-297.
Webb, P. Pearson, P. (2008). An Integrated Approach to Teaching Games for
Understanding (TGfU). University of Wollongong. Pp. 1-9.
