This presentation discusses the Game-Sense approach in sport and its benefits.

1. GAME-SENSE
APPROACH IN
SPORT
Written by: Ensaf-Yasmin Mersal

2. What is the Game-Sense Approach?
■ Unlike the traditional practice-to-game approach,
game-sense approach allows students to learn skills in a
game context.
■ It is focused on one aspect of the game rather than the
game itself.
■ It includes modifying and differentiating games to suit
the developmental, emotional and social needs of
students.
■ It is a student-centred approach to teaching new skills
and techniques in sport.
(Hewitt & Pill; Light, 2013; Pill, 2016)
(Marc, 2017)

3. Game-Sense:
■ Involves reflective questioning and open-discussions,
allowing students to come up with creative technical
skills and engage with their peers.
■ Is constructive, where students learn through
dialogue and their existing knowledge, as well as
constructing new knowledge.This also means that
mistakes are a part of learning, and they are
accepted.
■ Encourages for games to start simple and get
complex as student skills advance.
■ Allows students to learn the ‘when, where and why’ to
utilise a particular skill in sport
(Hewitt & Pill, 2016; Light, 2013; Light & Harvey, 2017)
(Pixabay, 2011)

4. Why we are using Game-Sense Approach in Sports
■ Develop and advance in a variety of fundamental movement
skills and tactics through engaging sports activities.
■ Get creative, explore and test out tactical techniques to play
a game.
■ Are learning while having fun!
■ Are building on their decision-making and problem-solving
skills
(Light, 2013; Light & Harvey, 2017; NSW Education Standards
Authority [NESA], 2018; Pill, 2016)
Students:
(Johnston, 2016)

5. Students:
■ Practice the skills in a game context or activity, allowing
them to familiarise and be confident in the game. (Meets
outcome PD-4 & PD-5)
■ Allows students to become responsible over their own
learning as they rely on teamwork and reflective
discussions.
■ Promotes positive pedagogy by:
– Emphasising open-ended questions and stimulating
intellectual dialogue.
– Allowing mistakes as an opportunity to learn
(Gouveia et al., 2019; Light, 2013; Light & Harvey, 2017; Pill &
Hewitts, 2017)
Grone, 2018
(Lin, 2018)

6. ■ Allows games to be differentiated and modified! So
students all are always developing skills suited to
their abilities.
■ Allows teachers to assess their students’ abilities so
they can modify games to suit student needs.
■ Can be modified through:
– Scoring system
– Number of players
– Game rules
– Equipment
– Time allowed in possession or game
(Light, 2013; Pill & Hewitts, 2017)
Benefits of Game sense approach:
Phanduang, 2019

7. Benefits of Game sense approach:
■ It is for anyone! Game-Sense approach can be used in a
competitive setting like PSSA or general setting like sports in
schools
■ Students can be skilled or unskilled in a sport, and utilise
game-sense approach to develop their technique and skills in
a sport and teamwork.
■ Is inclusive as it :
– Is modified to suit student needs
– Requires interaction to learn about effective tactics and
techniques in a game
– Requires a collective approach or teamwork to problem
solve in game context
(Meets outcome PD-3)
(Light, 2013; Light & Harvey, 2017; NESA, 2018)
(Lin, 2019)
(Guryanova, 2016)

8. References
Gouveia, É. R., Gouveia, B. R., Marques, A., Kliegel, M., Rodrigues, A. J., Prudente, J., . . . Ihle, A. (2019). The effectiveness of a tactical games approach
in the teaching of invasion games. Journal of Physical Education and Sport, 19(3), 962-970. doi: 10.7752/jpes.2019.s3139
Grone, P. (2018, July 10). Hands in the middle [Image]. Retrieved from https://unsplash.com/photos/lbLgFFlADrY/info
Guryanova, O. (2016, November 26). Male tackle [Image]. Retrieved from https://unsplash.com/photos/ft7vJxwl2RY/info
Hewitt, M., & Pill, S. (2016). Tennis Australia hot shots program adhering to the guiding principles of the game sense approach. Research Quarterly for
Exercise and Sport, 87(1), 116-117. Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/1819877341?accountid=36155
Johnston, K. (2016, June 13). Highschool boys playing basketball [Image]. Retrieved from https://pixabay.com/photos/basketball-high-school-game-
1449465/
Light, R. (2013). Game Sense : Pedagogy for Performance, Participation and Enjoyment (pp. 14-48). Retrieved from ProQuest Ebook Central:
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=981715.
Light, R., & Harvey, S. (2017). Positive pedagogy for sport coaching. Sport, Education and Society, 22(2), 271-287. doi:10.1080/13573322.2015.1015977
Lin, J. (2018, June 18). Women training [Image]. Retrieved https://unsplash.com/photos/zs4Pahjo5ww/info
Lin, J. (2019, March 19). Women huddling in sport [Image]. Retrieved from https://unsplash.com/photos/cug4B6LZ5Nw
Marc, A. (2017, November 21). Close up of magnetic darts on dartboard [Image]. Retrieved from https://unsplash.com/photos/Yc409-8V2pU
NSW Educational Standard Authority (NESA). (2018). Personal development, health and physical education k-10 syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-
pdf.pdf?MOD=AJPERES&CVID=
Phanduang, T. (2019, March 16). Soccer ball on field [Image]. Retrieved from https://unsplash.com/photos/eOvv4N6yNmk/info
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-297.
doi:10.1080/13573322.2014.912624
Pill, S., & Hewitt, M. (2017). Tennis coaching: Applying the game sense approach. Strategies: A Journal for Physical and Sport Educators, 30(2), 10-16.
doi:10.1080/08924562.2016.1273807
Pixabay. (2011, September 25). Men in a circle [Image]. Retrieved from https://www.pexels.com/photo/action-activity-adult-athletes-262524/