Game sense is a constructivist approach to learning sports that emphasizes learning within game-like situations rather than direct instruction on techniques. It encourages questioning to stimulate critical thinking and allows students to learn how to play rather than just skills. Game sense develops fundamental movement skills, cognitive skills like decision making, and enjoyment for all ability levels through modifying games. The key benefits are developing tactically-smart, independent learners while resonating with curriculum goals like communication, problem solving, and movement competence.

1. Game Sense
What is game sense?
Why do we use a game sense approach?

2. What is game sense?
• Game sense was originally developed to create
games that motivate students/players and to cater
to all levels of participation (Light, 2012).
• It is a constructivist approach to learning, developed
to help learners learn how to play a sport, rather
than just the ability to perform techniques (Light,
2012).
• Game sense encourages questioning, to stimulate
the players thinking rather than providing direct
instructions (Light, 2004).
• It is an approach that “contextualizes learning
within games or game-like situations and
emphasizes the environment” (Light, 2004 p.171).
• This approach sets the environment, allowing for
optimum learning. Game sense requires the
coach/mentor to step back, allowing the team to
learn. The benefit of this approach is that it shares
“power” between the students and the teacher. This
is due to its nature of being a shared approach
(Light, 2004).

3. Continuation of Game Sense
• Game sense can categorically be divided into four categories:
-Target: golf, curling, archery, darts, bocce,
-Striking or fielding: baseball, cricket, softball, rounders
-Net and wall: volleyball, badminton, squash,
- Invasion or territory: hockey, soccer, football, rugby
- Game sense also follows a teaching sequence:
- - Warm up
- Game
- Challenges/ questions
- Practice task
- Game progression
- Questions and answers
(Feith, 2014).

4. • The game sense approach allows for modification of games, this is to help utilize
decision making skills and get the students to tactically think, while still displaying
skills specific to the sport, and still targeting a range of abilities that suit the
developmental stage of the students. (Zuccolo, Spittle & Pill, 2014).
• Game sense focuses on the learning of smart skills and development, rather than
just focusing on skills or becoming skilled players (Hopper, Butler & Storey, 2009)
• Through a greater understanding of the game, through critical thinking, decision
making and questioning the students are creating a greater level of enjoyment for
themselves. While also developing skill awareness and tactical application (Griffin
& Butler, 2005).
More on Game Sense

5. Importance of game sense
• Games played in this approach allow for
development of fundamental movement skills. It
creates a strong emphasis around the game, in
which questions and modifications are posed to
challenge the students, encouraging the use of
cognitive skills such as: decision making and
critical thinking.
• Game sense is beneficial, it helps maintain the
interest throughout the game, it allows students/
players to understand and breakdown the game,
encouraging full potential of all participating and it
is all done through a student centered approach,
through encouraging communication throughout
emphasizes a critical process, where what is being
learnt and the learner are integral.
• The key is to develop game smart players, not just
skilled students.

6. Game Sense: NSW Syllabus skill
linksGame sense has many benefits, a core strength is its
resonance with the NSW Syllabus, encouraging its
core values such as:
• Communication: use of negotiation, conflict
resolution, express needs and wants. Students
effectively express their ideas.
• Interacting: Students work cooperatively in
groups, learning from one another and
encouraging all.
• Moving: Demonstrate fundamental movements
and skills, capability of responding to various
movements in different games.
• Decision making: Students make decisions about
the game and apply necessary skills.
• Problem solving: Students observe and question
aspects within the game to identify and apply
solutions.
• (NESA, n.d.)

7. • Game sense aims to develop students into independent learners. It does this through a inclusive
learning setting, where it allows students to find their own balance between facilitation and
observation.
• Learning is contextualized throughout game like situations and micro activities focusing on the
game, rather than its skills, while simultaneously emphasizing the importance of the learning
environment.
• A contextualized skill learning approach is used, as these games focus on teaching fundamental
movement (FM) skills, to all types of learners. These FM’s become the foundation for
participation in game sense: practice games, game and modified games.
• Game sense fosters development and has a positive social learning outlook on the mental
dimensions of the activities, while making sport more dominant and interesting to students,
understanding their interests and needs, this is done through its in context approach to learning.
• Game sense is a beneficial approach, it encourages students to take control and develop
leadership and planning skills, while enjoying themselves. Game sense uses both verbal and non-
verbal communication, helping develop social skills and confidence within game play.
• This approach aims at overall developing a students skills in problem solving and decision making.
Summary of game sense

8. References
• Feith, J. (2014). Play With Purpose: An Introduction to the Game
Sense Approach. Retrieved May 10, 2018, from
https://thephysicaleducator.com/2014/07/09/play-with-purpose-
an-introduction-to-the-game-sense-approach/.
• Light, R. (2012). Game Sense: Pedagogy for Performance,
Participation and Enjoyment. Routledge.
• Light, R. (2004). IMPLEMENTING A GAME SENSE APPROACH IN
YOUTH SPORT COACHING: CHALLENGES, CHANGE AND RESISTANCE.
Waikato Journal of Education, 10, 3-315. Retrieved May 10, 2018,
from
http://www.wje.org.nz/index.php/WJE/article/viewFile/338/355.
• Griffin, L., & Butler, J. (2005). Teaching Games for
Understanding: Theory, Research, and Practice. Human Kinetics.
• NSW Education Authority Standards (n.d.).
Personal Development, Health and Physical Education(PDHPE) K‐6 S
yllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9
d-fa2a-471b-bf3c-
d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID.
• Zuccolo. A., Spittle, M., & Pill, S. (2014). Game Sense Research in
Coaching: Findings and Reflections. University of Sydney Papers in
HMHCE – Special Games Sense Edition 2014. Retrieved from
https://sydney.edu.au/education_social_work/research/centres_an
d_networks/ADPN/HMHCE-
papers/resources/HMHCE_GS_Ed_Article_02_2014.pdf.