1. Game Sense Approach
for Teaching
The benefits of using this approach in PE Class
2. What is Games Sense
Approach?
Games Sense approach is a variation of the Teaching
Games for Understanding (TGFU) approach
In the 1980’s, Rod Thorpe and David Bunker noticed
children were unable to transfer technical skills when
playing games because they were convinced that they did
not have the skills and could not play the game (Loght,
2006)
The observation of such behaviours in students led to
Thorpe and Bunker’s idea of the humanistic PE approach-
TGfU (Light,2006)
3. Why choose Game Sense
Approaches in PE?
Rather than PE lessons being teacher centered,
where teachers give direct instruction, In Game
Sense teachers teach indirectly by simply setting
and manipulating the environment and guiding
players through problem solving (Mandigo, 2007)
Teachers ask the students questions as it is believed
that meaningful learning occurs through immediate
reflection upon overt experience (Mandigo,2007)
Children are encouraged to work collaboratively
and develop strategies, appropriate technique and
tactics in games (Mandigo, 2007)
4. Strengths of Game Sense as
a Teaching Approach
More emphasis is placed on the cognitive awareness
and understanding of the skill rather than the skill
itself
Students skill development is integrated in the
game as once they are hooked on the game, they are
then indirectly introduced to the skills. This in turn
forms more motivation and makes the skill more
attainable and meaningful to the students
5. Strengths of Game Sense as
a Teaching Approach
Teachers provide positive feedback, time for critical
thinking, and allow students to try different strategies
and then evaluate them to improve the results and grasp
a better solution to reach their goals
I recommend the Game sense approach as a teacher
because it provides opportunities for social interaction,
communication skills, using manipulative skills,
problem solving, decision making, cooperation skills
and many more!
These skills form values and attitudes that are required
to live a healthy, active and fulfilling life which is the
aim of the PDHPE syllabus-for the long term benefit of
children.
6. References
Light, R. (2006). Game sense: Innovation or just good
coaching? Journal of Physical Education New Zealand,
39(1), 8-19.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is
teaching games for understanding? A Canadian
perspective. Physical & Health Education Journal, 73(2),
14-20.
