Game Sense Presentation

1. GAME SENSE APPROACH
T H E G A M E S E N S E A P P R O A C H W A S E S T A B L I S H E D
B Y R O D T H O R P E A N D T H E A U S T R A L I A N
I N S T I T U T E O F S P O R T ( A I S ) I N T H E 1 9 9 0 ’ S ( P I L L ,
2 0 1 4 ) .
I T I S B A S E D O N A M O D E L C R E AT E D I N 1 9 8 2 B Y
B U N K E R A N D T H O R P E K N O W N A S T H E T E A C H I N G
G A M E S F O R U N D E R S T A N D I N G A P P R O A C H ( W E B B ,
P E A R S O N A N D F O R R E S T, 2 0 0 6 ) .

2. WHAT IS THE GAME SENSE APPROACH?
The Game Sense Approach is a learner-centred approach that uses modified
games to teach the fundamental movement skills required within the
personal development health and physical education syllabus (Board of
Studies, 2007) and needed for further participation in sport and physical activity.
Students are able to gain a deeper understanding of all aspects of the game
(including the tactics, strategies and rules involved), while learning how to
perform the fundamental movement skills in relevant contexts (Curriculum
Support, N.D.).

3. WHAT IS THE GAME SENSE APPROACH?
The game is the central focus of the lesson and skills are developed after the
students have experienced playing the game (Curriculum Support, N.D.). The
needs of the students are considered more important than the game itself (Webb,
Pearson & Forrest, 2006). Students develop required skills within more authentic
and engaging contexts (Curry & Knijnik, 2013).
Game sense immerses students within sports and aims to promote life-long
participation both within and outside of schooling (Curry & Knijnik, 2013).
Game sense involves:
- Games with small sides or designer games
- Modified games that represent a formal game
- Modified games that emphasise the development of particular skills and
knowledge
- Inquiry and discovery based learning
- Use of questioning
- Game is played prior to practicing skills.
- Four categories: striking/fielding games, invasion games, net/court games and

4. EXAMPLE STRUCTURE OF A GAME SENSE
APPROACH LESSON:
Students begin the lesson by participating in a modified game that is
representative of the final, more advanced game. The modified game
exaggerates certain elements of the game in order to provide students with
tactical problems that they are required to address. The teacher may need to
further modify or adapt the game in order to make sure each student has an
understanding of the game and the rules, and how to be more successful
within game play.
After the modified game has concluded, the teacher asks questions in order
to get the students thinking and reflecting on the game and the best tactical
approaches to use in order to be successful.
Finally, the skills identified are formally taught and explored. Students may
then replay the game in order to test out their new tactical approaches,
deeper understandings and newly acquired skills.
(Adapted from Curriculum Support, N.D.; Pill, 2014)

5. ROLE OF THE TEACHER:
Within the Game Sense approach the teacher undertakes the role of a
facilitator, allowing the students to have more control over the proceedings,
and a larger Input and participation within the lesson (Curry & Knijnik, 2013;
Pill, 2014) .
Instead of providing the students with direct instructions about the game the
teacher uses questioning throughout the lesson to promote deeper
understanding of the many aspects of game play, and allows students to use
their communication, reasoning, problem solving and decision-making skills
(Curriculum Support, N.D.; Pill, 2014).

6. BENEFITS OF THE GAME SENSE APPROACH:
There are many benefits to using a Game Sense Approach within HPE
including:
-Learner-centred, inquiry-based approach
-Encourages participation
-Promotes life-long learning
-Suits each student’s individual abilities
-Promotes the understanding of game rules
-Promotes and explores tactics and strategies
-Increased engagement and motivation
-Promotes the use of communication skills and teamwork
-Develops FMS
-Uses problem solving and decision-making skills
-Students are learning within realistic contexts
Game Sense provides students with the opportunity to fully immerse
themselves
within games and sports, and allows them to explore all facets of game
play. Students

7. SYLLABUS LINKS:
The Game Sense Approach addresses all skills outcomes within the NSW
PDHPE Syllabus (BOSTES, 2007).
- Communicating (COS2.1)
Uses a variety of ways to communicate with and within groups.
- Decision-Making (DMS2.2)
Makes decisions as an individual and as a group member.
- Interacting (INS2.3)
Makes positive contributions in group activities.
- Moving (MOS2.4)
Displays a focus on quality of movement in applying movement skills to a
variety of
familiar and new situations.
- Problem Solving (PSS2.5)
Uses a range of problem-solving strategies.
Game Sense addresses the knowledge and understanding outcome for the
subject
matter of Games and Sports.
- Games and Sports (GSS2.8)
Participates and uses equipment in a variety of games and modified sports.

8. REFERENCES:
Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
Curriculum Support. (n.d). Game Sense Approach to Practical Lessons.
Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/a
ssets/pdfpa_002.pdf
Curry, C., & Knijnik, J. (2013). Physical education and the after-school
sports program in Australian schools: Barriers and challenges for the
21st century. In J. R. Chapyator Thomson & S-.H. Hsu (Eds.), Global
perspectives on physical education and after school sport programs
(pp. 227-244). Lanham, MD: University Press of America, Inc.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education and Society, 1-19.
Webb, P ., Pearson, P., and Forrest, G. (2006) Teaching Games for
Understanding (TGfU) in primary and secondary physical education.
Paper presented at ICHPER SD International Conference for Health,
Physical Education Recreation, Sport and Dance, 1st Oceanic Congress
Wellington, New Zealand, 2006 (14 October), 8www.penz.org.nz