2. What is game sense?
Game Sense was developed for coaching through collaboration between Rod
Thorpe, the Australian Sports Commission (ASC) and Australian coaches
(Light, 2004 as cited in Curry & Light, 2007). The game sense takes a
student-centred approach as it allows individual students to develop their
own skills and understandings, while being actively involved in the game
(Light, 2013). It focuses on the game itself and not on separate skills or
techniques that traditional approaches see as needing to be mastered before
playing the game.
3. Fundamental movement skills + game sense
The game sense approach allows for the development of fundamental movement skills
which are basically the building blocks for movement.
Fundamental movement skills are the skills which children need, to participate
successfully in all types of games, physical activities and sports.
The basic approach of Game Sense is to start with simple games in which the stress on
technique is reduced; this allows players to engage intellectually in the game. As the
players develop a better understanding of tactics and strategy, the complexity of the game
is increased, to build on previously developed knowledge in a progressive sequence
(Zuccolo et al., 2014).
4. Categories of Game
sense
There are four different categories evident in the game sense
approach. These include:
invasion games e.g. soccer, touch, netball
target games e.g. golf, archery, bowls
court and net games e.g. volleyball, tennis, badminton
striking and fielding games e.g. cricket, softball
(Curry & Light, 2007, p. 22)
5. Benefits of using the game sense approach
The game sense approach asks the students to perform in an environment where
there is problem-solving, decision-making, skill development and tactics developed
throughout the lesson. Decision-making is an extremely important skill, not just at
school, but also outside, in order that a person can function in a variety of situations.
Using game sense in PE builds this skill and helps a student develop.
This approach allows students to improve their social skills, cognitive skills, conflict
resolution skills and self-expression. It is highly effective as a teaching approach as
students learn particular skills and understand the rules of the game while playing it
rather than learning everything beforehand.
6. Using game sense as a teaching
approach
This approach allows students to improve their social skills,
cognitive skills, conflict resolution skills and self-expression. It is
highly effective as a teaching approach as students learn particular
skills and understand the rules of the game while playing it rather
than learning everything beforehand.
Besides keeping children active and moving throughout the entire
PE lesson, the game sense approach provides motivation within
participants of all skill levels. As these type of games can be
modified from something quite simple to more complex, it teaches
the children to adapt and strategise new tactics with the modified
parts of the game.
7. References
Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical education: Is Game Sense the answer.
In Proceedings of the Asia Pacific Conference on Teaching Sport and Physical Education for Understanding.
Light, R. (2013). Game sense for physical education and sport coaching. In Game sense: Pedagogy for performance,
participation and enjoyment (pp. 37-47). London, UK: Routledge.
Zuccolo, A., Spittle, M., & Pill, S. (2014). Game Sense Research in Coaching: Findings and Reflections.University of Sydney
Papers in HMHCE–Special Games Sense Edition.
