Game sense is an approach to modifying sports and games to encourage equal participation and decision making for all students. It involves modifying rules, players, space, and equipment to create an inclusive environment. Students learn techniques and skills through minor game strategies that develop tactical understanding. A game sense approach emphasizes constructive learning as students learn through playing rather than instruction. It aims to develop thinking in students and allow them to actively participate at their ability level.

1. GAME SENSE?
Why do I believe in it and why you should to.

2. WHAT IS GAME SENSE?
• The principle idea of game sense is the modification of activities in order to allow all
individuals equal participation within an activity, Pill (2014).
• Through this modification rules, players, space and equipment is to be modified as to create
an inclusive environment for all students of all abilities.
• Common ideas involved within a game sense approach include:
• Children engaging in minor and modified game strategies and concepts where there are
opportunities to develop both skills and an understanding of the tactics of the game*.
• Encourage simple modifications (easier or harder) to accommodate varying ability levels and
therefore maximises inclusion and challenge*.
• Modified game rules, the playing area or the equipment for the purpose of highlighting
aspects of the game*.
• Promotes the development of ‘thinking players’*.
*Sourced from: Sportingschool.gov.au.

3. GAME SENSE – TEACHING FOR
UNDERSTANDING
• Game sense is more then just the modifying of activities to allow for inclusion and
student equality.
• Game sense also facilitates for increased decision making and the utilising of
constructivist learning principles in that it allows for .
• Game sense as a teaching method encapsulates learning through the development
of the students’ tactical awareness and decision making with modified activities
utilising a “constructivist learning approach”(Griffin and Patton, 2005) in that
students learn through the actions they undertake as opposed to the instructions
provided.

4. TECHNIQUE + SKILL = GAME SENSE.
• A game sense approach when broken down can be viewed as Technique + Skill.
• As a result, game sense can be comprehensively discussed as the re-defining of existing
activities for teaching technique over outcome with the application of this concept allowing
students to become active participant within their environment, active within the activity and
active in their ability to construct appropriate schemas in order to understand for
development.
• KEY ELEMENTS TO A GAME SENSE APPROACH*
• ‘Let the kids play’ before intervening with ‘coaching tips’.
• Once an activity is in play, take individuals or small groups who may need some specific
guidance to one side.
• Observe, observe, observe… avoid over-coaching.
• *Sourced from: Sportingschool.gov.au.

5. WHY I IMPLEMENT A GAME SENSE
APPROACH
• As an educator I feel a game sense
approach is the fairest way to allow for all
students to actively participate in class
activities.
• Furthermore, a game sense approach has a
strict student centred focus, allowing the
individual students the ability to
communicate problems while also allowing
them ability to challenge themselves and
their peers to create an inclusive
environment which aligns with the notion
of creating occupational socialisation in
which students learn to communicate and
appreciate opinion and reason though play.

6. HOW DOES A GAME SENSE
APPROACH HELP YOUR CHILD?
• The implementation of my game sense approach to my PD/H/PE lessons aims to provide
students with the opportunity to develop techniques and skill within specific activities, but it
also allows students with the opportunity to engage within “collaborative
learning/experiences and he formulation of ideas”. This specific practice seeks to actively
engage student within collaborative learning through communication, acceptance of others
and their abilities, while also allow students the ability to provide solutions and evaluate
situations to develop appropriate responses, Light, 2013.
• Game sense additionally and importantly aids the development of a supportive socio-moral
environments that aid not only development within PD/H/PE but also in other KLA’s in which
students can implement these learnt strategies of communication and providing each other
with support and appreciation, Light, 2013.

7. REFERENCES
• Griffin, L and Patton, K. (2005). Two decades of teaching games for understanding: Looking
at the past, present, and future In: Griffin L and Butler J (eds) Teaching Games for
Understanding: Theory, Research, and Practice. Champaign, Illinois: Human Kinetics, pp.1–17.
• Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment.
Routledge, USA, Abington.
• Pill, S.(2014). An appreciative inquiry exploring game sense teaching in physical education.
Education and Sport Society. Routledge, 1-19.
• Pill, S. (2012). TGFU and Game Sense: Same, Similar, Different. Retrieved from:
http://learningthroughsport.blogspot.com.au/2012/10/tgfu-and-game-sense-same-
similar.html
• Sportingschool.gov.au - https://sportingschools.gov.au/resources-and-pd/schools/playing-
for-life-resources/game-sense-approach