2. What is Game Sense ?
Game Sense is a fairly new approach to teaching and modified sport, using
games a the focus of the session.
Game sense encourages focus on the game, rather then on the technique,
which Town (2002) highlights encourages students to be more tactically
aware by making decisions and thinking strategically while developing
fundamental skills.
Game sense is a student-centred approach which puts the needs and
abilities of the student first, instead of the game. This is done through
modified games allowing for various ability levels, as games are fun, students
will be motivated to join in and therefore will learn the fundamental skills
and strategies that are used in the game, without the pressure of focusing on
the one technique. Agreeably, Light (2012)emphasis the importance of using
the game sense approach, as it includes students full participation and
ensures all students engage in the activities.
3. Fundamental movement skills that can be
taught through Game Sense teaching
Get Skilled, Get Active (NSW Det,2002)
4. How does Game Sense develop these
fundamental skills ?
Game sense is a variation of the model below, developed by Bunker & Thorpe (1982).
As the model indicates, students must first understand the game, which leads to
recognising the problems to be solved to that particular game. Gradually, students will
understand the main rules of the game, leading to introduction of movement
principles, tactics and decision making based on space and time. Only after the
students recognise the skill needed, will technical instructions be given to will they
execute and perform the game (Towns, 2002)
(Truong,2017)
5. Importance of Game sense in your
child’s learning
As Curry & Mooney (2014) highlight, it is vitally important that students develop
certain set of skills to help build on their intellectual skills.
Game sense aims to develop smart, and not just skilled players. Allowing students
opportunities for trial and error, and providing time for critical thinking and co-
operative learning through exchange of ideas and questions such as:
Skill and movement execution – “How do you…”
Tactical awareness – “Wat did you..”
Time- “When is the best time to….”
Space- “Where is/can….”
Risk- “Which choice….”
(Truong,2017)
By Developing on these skills, Students meet and fulfil learning outcomes
embedded in the PE syllabus
6. My personal rationale on Game Sense
Teaching
My decision to apply a Game Sense approach in my PE classes focuses heavily on the five essential
skills that students should develop from PDHPE according to the PDHPE K-6 Syllabus (BOS,2012),
this includes:
COS1.1 Communication- Developing a variety of communication skills such as expressing
themselves through movement, appreciation to others and listening attentively.
DMS1.2 Decision Making –Predicts consequences of options in order e.g. where to hot the ball
safety
INS1.3 Interacting – Working cooperatively, interact and using positive encouragement with peers,
MOS1.4 Moving – Demonstrating and participating in fundamental movement skills
PSS1.5 Problem solving- suggest solutions to problems, suggest ways to share play equipment
Through the Game Sense Approach, the above essential skills can be executed as students are
given the opportunity to play, explore and discover possible solutions for themselves as the
teacher works with, rather then drills the students to achieve the outcome. I believe it is of great
importance to allow students to discover and explore possible solutions together while enjoying a
game, to not only build on their fundamental movement skills but also their intellectual skills, as
Light (2004) highlights students learn best through experiences and social interactions.
7. Strengths of Game Sense Approach in my
teaching according to the PDHPE Syllabus
Along with the five essential skills, I am also able to meet the following outcomes
embedded within the PDHPE Syllabus:
GSS1.8 Performs fundamental movement skills with equipment in minor games
IRS1.11 Identifies the ways in which they communicate, cooperate and care for others.
ALS1.6 Engages in range of planned activities, describes feelings and emotions when trying
something new
GSS1.8 Participates in a range of minor games that assist skill development. Identifies the
most efficient ways of using a variety of games equipment.
IRS1.11 Demonstrates appropriate ways of communicating with others
These above outcomes, along with many others, allow me to fulfil the personal
development, health, social, mental and spiritual wellbeing of my students. Through the
Game sense approach, students gain skills in critical thinking, communication, and
understanding and awareness of themselves and others. These tools and values are vital
for allowing them to make informed decisions for future challenges
8. References
• Board of Studies Teaching and Education Standards NSW. (2012). PDHPE K6 Syllabus.
• Curry.C and Mooney.A, (2014) Asia-Pacific Journal of health, sport and physical education.
Game Sense as a mode for delivering quality teaching in physical education(pp.67-81)
• NSW Department of Education and Training, 2000. A K-6 resource to support the teaching of
fundamental movement skills. Get Skilled: Get Active
• Light.R. (2004). Coaches experience of Game Sense: Opportunities and Challenges. Physical
Eduation and Sport Pedagogy
• Light.R, (2012) Routledge Studies in physical education and youth sport. Game sense:
pedagogy for performance, participation and enjoyment (pp.5-18).
• Truong, S. (2017) Primary HPE: Lecture 2: Movement Education & Game Sense [PowerPoint
SLIDES]. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2582140-dt-content-rid-
22494681_1/courses/102072_2017_1h/Lecture%202%20-%20Handouts%282%29.pdf
• Town.J (2002) About Game Sense. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2582143-dt-content-rid-
21956686_1/courses/102072_2017_1h/Games%20Sense%20Supplemental%20Reading.pdf
