2. The Game Sense approach is an engaging and innovative method to
teaching physical education and coaching. It places the game at the
centre of the session. It allows the player to develop their skills in a
realistic setting, to become more tactically cautious, to make positive
decisions and to have fun (Light 2012).
The approach is based on the perception that certain elements are
common across a range of games and that teaching students these
elements will enable them to be able to perform in the game with great
understanding (Light, 2012).
3. The Game Sense Approach focuses on the actual game rather then
focusing on the discrete skills or techniques that other approaches see
as an requirement before participating in a game.
It is only though focusing on the game that an individual’s skills can be
developed (Slade, 2015).
4. A game sense approach uses invasion games that are
usually played within a shared area (Light, 2012).
Examples of invasion games include soccer, OZ tag, touch
football, and netball.
5. The fundamental movement skills will allow me as a teacher to maximise the
health and wellbeing of my year four class.
The fundamental movement skills relates to been able to enable the health
and wellbeing of all children through enhancing their involvement in physical
activity (Jaakkola, Yli-Piipari, Huotari, Watt, & Liukkonen, 2016).
Encouraging the proficiency in fundamental movement skills will allow children
to become confident when participating in physical activity elements such as
sports, play, dance, games and outdoor education.
Fundamental movement skills aim to meet the physical, social, emotional,
cultural, spiritual and cognitive needs of all children as well as their movement
skills.
6. I believe that the Game Sense Approach is a holistic model which
focuses on an individuals physical, social and intellectual skills. All
children will be able to engage in games without having to worry about
developing a skill that is required for a certain game. For this reason,
the Game Sense Approach will be suitable to implement with my stage
2, year 4 class. After every game I will allow 4s to reflect on their
participation in the game which will allow them to reflect back on their
learning experiences.
7. A strength of the game sense approach is that its main focus is for students to
play games and enjoy themselves. This is positive as it will allow me to help
my year 4 class lead a healthy and active lifestyle.
The game sense approach will help my students develop leadership and
planning skills. It also aims to develop their social skills such as their verbal
and non verbal communications. This will be done through the engaging
elements of Game Sense.
The Game Sense approach aids students to develop other skills, like decision
making, problem solving and strategies to use in games.
Another strength of the Game Sense approach is that it links well with the
PDHPE NSW syllabus for stage 2, year 4 (Board of Studies, 2007). The
Game Sense approach meets outcomes GSS2.8, GDS2.9 and PHS2.12
(Board of Studies, 2007).
8. Board of Studies, NSW. (2007). Personal development, health and physical education
K-6: Syllabus. Sydney, Australia: Author.
Jaakkola, T., Yli-Piipari, S., Huotari, P., Watt, A. and Liukkonen, J. (2016), Fundamental
movement skills and physical fitness as predictors of physical activity: A 6-year follow-
up study. Scand J Med Sci Sports, 26: 74–81. doi:10.1111/sms.12407
Light, R. (2012). Game Sense. : Taylor and Francis.
Slade, D. G. (2015). Constraining to be flexible: Teaching the concept of flexible team
structure through a game sense approach. New Zealand Physical Educator, 48(2), 31-
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