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Game Sense Approach
for teaching PDHPE
Hiba Safindi 17487636
What is Game Sense?
Game Sense originated from Bunker and Thorpe’s 1982
publication that proposed a model for teaching games to
students, focusing on playing games rather than practicing
techniques (Light, 2013)
Game Sense is a student-centred approach to learning that
focuses on encouraging players to develop their own skills
in a realistic context, make better decisions, be more
tactically aware, and to have fun (Light, 2013).
Game Sense Model
Game Sense allows for decision making and
motor competency in order to execute a decision
for a successful outcome (Pill, 2013).
Hopper (as cited in Pill, 2013) created a cycle to
help explain Game Sense which also explains the
Game Sense Model. Hopper (as cited in Pill, 2013
highlights that during a game, a player must;
1. “Read” a situation to make an appropriate
decision, this requires technical skills.
2. “Respond” to the situation, this requires
attention to information in the environment.
3. “React” with a skillful movement execution,
which involves tactical game appreciation.
4. “Recover” from the skill execution in
preparation for the next activity, which overall
provides the player with an experience (Pill,
2013).
Types of Games
The games which are supported by the Game Sense
approach include:
 Invasion Games (soccer, Oz tag, rugby, basketball)
 Striking games (soft ball, cricket, T-ball)
 Net/wall games (tennis, badminton, volleyball)
 Target games (lawn balls, golf, archery)
Strengths of using the Game
Sense Approach
The Game Sense approach has many strengths in that it:
• Is student-centred and not technique based.
• Develops many skills such as physical, cognitive, and
social learning skills.
• Allows players to develop their technicial skills, be aware
of the environment they are in, able to make appropriate
decision, to be active and have fun.
• Allows players to gain self-confidence by participating in
a range of games which can be modified to meet special
needs and skills.
Game Sense and the syllabus
 The use of the Game Sense approach is relevant to the syllabus
as the syllabus aims to encourage students to value
themselves and others, promote physical activity and
emphasises on informed decision making (NSW Board of
Studies, 2006).
 The syllabus is also concerned with the physical, cognitive,
social and emotional growth and development patterns, the
development of positive interpersonal relationships, learning in
a safe environment, fundamental movement patterns and
coordinated actions of the body and skills that enable action
for better health and movement outcomes (NSW Board of
Studies, 2006), all of which are covered with the Game Sense
approach.
Syllabus Content Outcomes
The Game Sense approach is supported by the following
Stage 3 outcome:
 GSS3.8. Applies movement skills in games and sports
that require communication, cooperation, decision
making and observation of rules
Game Sense approach also assists in the development of:
 Decision making skills (DMS3.2)
 Moving skills (MOS3.4)
 Problem solving skills (PSS3.5)
References
Board of Studies, NSW. (2007). Personal development, health and
physical education K-6: Syllabus. Sydney, Australia: Author.
Light, R. (2013). Game sense for physical education and sport coaching.
In Game sense: Pedagogy for performance, participation and
enjoyment (pp. 37-47). London, UK: Routledge.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball
game sense: Teaching movement and tactical skills (pp. 7-12).
Hindmarsh, Australia: ACHPER.

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PDHPE Game Sense Slides

  • 1. Game Sense Approach for teaching PDHPE Hiba Safindi 17487636
  • 2. What is Game Sense? Game Sense originated from Bunker and Thorpe’s 1982 publication that proposed a model for teaching games to students, focusing on playing games rather than practicing techniques (Light, 2013) Game Sense is a student-centred approach to learning that focuses on encouraging players to develop their own skills in a realistic context, make better decisions, be more tactically aware, and to have fun (Light, 2013).
  • 3. Game Sense Model Game Sense allows for decision making and motor competency in order to execute a decision for a successful outcome (Pill, 2013). Hopper (as cited in Pill, 2013) created a cycle to help explain Game Sense which also explains the Game Sense Model. Hopper (as cited in Pill, 2013 highlights that during a game, a player must; 1. “Read” a situation to make an appropriate decision, this requires technical skills. 2. “Respond” to the situation, this requires attention to information in the environment. 3. “React” with a skillful movement execution, which involves tactical game appreciation. 4. “Recover” from the skill execution in preparation for the next activity, which overall provides the player with an experience (Pill, 2013).
  • 4. Types of Games The games which are supported by the Game Sense approach include:  Invasion Games (soccer, Oz tag, rugby, basketball)  Striking games (soft ball, cricket, T-ball)  Net/wall games (tennis, badminton, volleyball)  Target games (lawn balls, golf, archery)
  • 5. Strengths of using the Game Sense Approach The Game Sense approach has many strengths in that it: • Is student-centred and not technique based. • Develops many skills such as physical, cognitive, and social learning skills. • Allows players to develop their technicial skills, be aware of the environment they are in, able to make appropriate decision, to be active and have fun. • Allows players to gain self-confidence by participating in a range of games which can be modified to meet special needs and skills.
  • 6. Game Sense and the syllabus  The use of the Game Sense approach is relevant to the syllabus as the syllabus aims to encourage students to value themselves and others, promote physical activity and emphasises on informed decision making (NSW Board of Studies, 2006).  The syllabus is also concerned with the physical, cognitive, social and emotional growth and development patterns, the development of positive interpersonal relationships, learning in a safe environment, fundamental movement patterns and coordinated actions of the body and skills that enable action for better health and movement outcomes (NSW Board of Studies, 2006), all of which are covered with the Game Sense approach.
  • 7. Syllabus Content Outcomes The Game Sense approach is supported by the following Stage 3 outcome:  GSS3.8. Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules Game Sense approach also assists in the development of:  Decision making skills (DMS3.2)  Moving skills (MOS3.4)  Problem solving skills (PSS3.5)
  • 8. References Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus. Sydney, Australia: Author. Light, R. (2013). Game sense for physical education and sport coaching. In Game sense: Pedagogy for performance, participation and enjoyment (pp. 37-47). London, UK: Routledge. Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching movement and tactical skills (pp. 7-12). Hindmarsh, Australia: ACHPER.