1. GAMESENSE
What is gamsense?
• Gamesense is a new approach to teaching physical activity. It rests
upon the theory of the constructivist pedagogy which believes that
students learn best through experience and social interaction, the
role of the teacher is to ask questions to prompt further enquiry,
discovery and peer co-operation.
How is it different to traditional approaches?
• Traditional approaches to teaching PE have focused on skill
acquisition, instruction and performance.
• In a traditional lesson games are broken down into skills, each skill
must be mastered before moving onto game-type drills.
• The coach tells students how to improve their performance by
improving technique first and strategy and decision making later
2. How is gamesense different to traditional approaches?
• The coaches role in gamesense is to encourage and guide students,
not to give them answers
• players partake in mini-game based activities that focus on inclusion
• The coaches role is: To encourage communication between players, to
offer suggestions and teach skills during and after games to improve
players technique
• Focus is on enjoyment, decision-making, problem solving and strategy
less emphasis on technique and performance
• Social interaction is encouraged rather than individual skill
development.
3. Strengths of Gamesense approach
• Enjoyment is at the heart of the gamesense approach
• More children get involved and more children achieve success
because of the holistic approach to playing, thinking players are
rewarded not just physically gifted ones
• An appreciation for discrete-skill development is harnessed by the
game approach because players experience first hand challenges of
carrying out their plan
4. Strengths of gamesense approach (Cont’d)
• Smarter players are made rather than technically proficient robots,
thinking and communication is nurtured.
• Develops leadership as group reflection and planning is an integral
part of gamesense
• Players become more proficient at the game because all of the
aspects of playing are combined like in real-life, players find it easier
to transfer learning in a practice game environment to real game
situations rather than abstract, broken down drills.
5. Strengths of gamsense approach (Cont’d)
• Social skills are developed through the interactive nature of
gamesense both verbal and non verbal communication is learnt in
games that rely on team cohesion.
• Skills such as problem-solving, leadership, co-operation and
communication can be transferred to other tasks that are unrelated
to sports, the act of kicking is less transferrable for example.
• Understanding the basics of games thoroughly lets the player transfer
the fundamentals learnt to other games, thus increasing willingness
to participate in a range of sports successfully.
6. Reference list
• Jarrett, K. (2011). Undergraduate Sport Students’ Perceptions of a Change
to Game Sense Pedagogy. Asian Journal of Exercise and Sport Science, 4(1),
1-17.
• Curry, C., & Light, R. (2006). Addressing the NSW quality teaching
framework in physical education: Is Game Sense the answer. In Asia Pacific
Conference on Teaching Sport and Physical Education for Understanding
(pp. 7-19).
• Truong, S. (2014). Childrens movement and FMS. [powerPoint slides].
Retrieved from https://vuws.uws.edu.au/bbcswebdav/pid-1198000-dt-content-
rid-13866255_1/courses/101576_2014_2h/Lecture%202%20-
%20Slides.pdf.
• Blampied, N. M. (2011). Learning and behaviour change [PowerPoint
slides]. Retrieved from http://www.learn.canterbury.ac.nz/
