The document discusses the Game Sense approach to coaching and physical education. Game Sense represents a shift from coach-centered training to a player-centered, games-based style where students participate in modified games designed to suit their level. It is based on constructivist learning theory and sees the coach take on the facilitator role by asking questions to help students develop understandings independently. Some advantages of Game Sense include better adapting skills to game contexts, increased inclusion, and higher cognitive engagement from players.

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2.  Game Sense is a variant of the Teaching Games
for Understanding (TGfU) movement (Light,
2006a) and represents a shift away from
coach-centred training to a player-centred,
games-based style of coaching (Light, 2006b).
 In Game Sense, the students partake in
modified games designed to suit their level and
needs. At the start, games are relatively simple,
but become progressively more complex as
students develop their skills (Light, 2012).
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(Towns, 2002)

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 The Game Sense approach is closely modelled on
constructivist learning theory where students are “active in
constructing their own knowledge [and] social interactions are
important in the knowledge construction process” (Woolfolk &
Margetts, 2016).
 Reid and Harvey (2014) note how Game Sense has changed
the responsibility of the coach and describe how they take on
the role of facilitator. They pose questions, spark dialogue
and present scenarios to assist students to reach their own
conclusions and understandings.
Mary Dawson 19162863

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 Rather than providing direct instructions and technique drills, in
game sense the coach sets up a learning environment and it’s up
to the players to problem-solve and strategise (Light, 2006b). By
reducing the emphasis on particular techniques, the players are
better able to intellectually engage with their sport (Light, 2012).
Mary Dawson 19162863
 Critical questions are a crucial part of the game sense process as
they help students develop tactical knowledge. They also
encourage students to think and discuss the technical aspects of
the game (Light, 2006b).
 Game sense does not teach skills in isolation, but uses modified
games to teach them within relevant game contexts (Pearson,
Towns, Rowland, & Webb, 2004).

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• Warm up
• Game Sense Game
• Pause and ask questions:
What are we trying to do?
How can we do it better?
What decisions do we need
to make and why?
• Progression of game (time,
space, rules, equipment
changes)
• Repeat Game Sense cycle.Example:
• Warm up
• Skill practise (often
individual then team,
single technique)
• Minor game
• Cool down
(Munns, 2017)

6.  There are a number of advantages to the Game Sense model.
They include:
◦ Being better able to adapt skills to proper game contexts (Towns,
2002).
◦ More inclusive – games are modified to suit the level of the players and
give less space for skilful players to dominate (Light, 2012).
◦ They require cooperation between players and helps students develop
social skills.
◦ Students are more intrinsically motivated as games are social and do
not create a dichotomy between fun and ‘serious’ training (O’Leary,
2016; Hopper, Butler & Storey, 2009; Light, 2012).
◦ Higher cognitive engagement with the tactical and technical aspects of
the game (Light, 2006b).
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7.  Primary aged students are at a critical juncture in
their physical development. The acquisition of FMS
has been linked with improved physical
competencies and increased participation in Sport
in later life (Jarvis et al., 2018).
 The NSW PDHPE syllabus (Board of Studies [BOS],
2007) link the Games and Sports strand with the
development of FMS. The syllabus contends that
these skills are not naturally learned, but must be
specifically “taught, planned, practised and
encouraged” (BOS, 2007 p. 8).
 Smith (2016) recommends that FMS should be
taught together with fundamental games skills as
they are complementary. As games are modified in
Game Sense, the approach synergises well with the
teaching of FMS as games can be tailored to meet
developmental needs of the students.
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(NSW Department of Education and Training, 2000)

8.  Game Sense encourages students to
problem-solve, be actively involved in
decision-making, to communicate and
interact with peers, and gives them
numerous opportunities in games to
participate in a variety of movements.
Each are core skills in the NSW PDHPE K-6
Syllabus (BOS, 2007).
 Modified games are actually encouraged in
the syllabus. Only in stage 3 does the
syllabus recommend introducing formal
sports with stricter adherence to rules
(BOS, 2007).
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(BOS, 2007)

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Board of Studies NSW. (2007). Personal development, health and physical education K-6 syllabus. Sydney: Board of Studies.
Hopper, T., Butler, J., & Storey, B. (Eds). TGfU… Simply good pedagogy: Understanding a complex challenge. Canada: PHE Canada.
Jarvis, S., Williams, M., Rainer, R., Jones, E.S., Saunders, J., & Mullen, R. (2018). Interpreting measures of fundamental movement skills and their relationship with health-related physical activity and
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Light, R. (2006a). Introduction: The games approach to coaching. Journal of Physical Education New Zealand, 39(1), 5-7.
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Munns, D. (n.d.). Game Sense ideas for basketball. Basketball Tasmania Education. Retrieved from http://coach.basketball.net.au/wp-content/uploads/2017/09/BTAS-Game-Sense-Ideas-for-
Basketball.pdf
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Pearson, P.J., Towns, J., Rowland, G.S., & Webb, P. (2004). Game sense online - utilising the web for the professional development of physical and health education teachers.
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education and society, 21(3), 431-422. doi: 10.1080/13573322.2014.927757
Towns, J. (2002). About Game Sense. University of Wollongong. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3487404-dt-content-rid-26755211_1/courses/102072_2018_2h/Games%20Sense%20Supplemental%20Reading.pdf
Woolfolk, A. & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne, Australia: Pearson Australia.