2. Game Sense Approach
What is it?
• Unlike other coaching techniques, Games sense
approach is player centered.
• The Game Sense Approach allows for players to
develop the broader meaning of sport and physical
activity. This is through the development of
• Decision making skills
• Problem solving skills
• Thinking and understanding skills (Light, 2006).
This approach focuses on the game, rather than the
practice of technique, which encourages learners to
become more tactically aware, make better decisions and
to think strategically, all while developing skills and having
fun (Towns, 2002).
3. Game Sense
• Game Sense was adapted and inspired by Bunker
and Thorpe’s ‘Teaching Games for understanding
model’ (Pill, 2006).
• Game sense promotes questioning, which
challenges the coach to move away from the
learning process (Hopper, Butler, & Storey, 2009).
• Game sense uses modified games which allows
for constraints on the learners ability to play, which
in return encourages certain ways of playing, as
well as the emphasis on different features of
games in order for learners to develop skill
application and tactical awareness (Hopper, Butler,
& Storey, 2009).
4. The Fundamental Movement Skills
Students are also able to learn the “Fundamental
Movement skills” which are:
(NSW DET, 2000)
• Static balance
• Sprint run
• Vertical jump
• Catch
• Hop
• Side gallop
• Skip
• Over throw
• Leap
• Kick
• Two-hand strike
• Dodge
5. Why we use Game Sense in
schools, its benefits & strengths.
• Game sense allows for immediate reflection of experiences, while still
being fully involved in the game.
• Students are able to make mistakes which are essential for their
learning and development.
• Students are given the confidence to explore and discover themselves.
As well as gain social skills through interaction and communication with
their peers.
• Game Sense emphasises and allows for the development of skill,
decision-making and skill performance to work together simultaneously.
• Unlike traditional coaching which focuses on the isolation of skill
development, children are able to learn through modified games which
is more fun and enjoyable, while also gaining a good understanding of
the game.
6. Rationale
As an educator, using the Game Sense Approach is essential for catering to all levels of
skill and ability within a class. Teaching through modified games creates a fun learning
environment which allows all students to receive equal opportunities.
Using the Game Sense Approach has proven many benefits and strength's. Not only
does it help students in their development of skills, decision making and tactics, it allows
for the inclusion of all students, regardless of their level of skill. Students are able to gain
social skills by communicating with one another on the ways they can effectively improve
and play the game. Over all, students are able to gain confidence and increase their level
of participation, as well as challenge students to think, analyse and problem solve.
Game sense also allows for students to learn and incorporate the ‘Fundamental
movement skills’. Through modified games, students are able to practice and develop
their movement skills without having to excessively attention technique. Students are
then able to learn and understand the significance of these skills within the game more
effectively.
Game sense is a great approach to coaching, as it allows for reflective practice and
brings focus to instruction through enquiry approach and guided discovery. It allows
coaches to develop not just skilled players, but smart players.
7. How does this link to the Syllabus?
The Game Sense Approach can be linked to the PDHPE K-6 Syllabus in many ways.
Here I’ll be drawing clear focus on the appropriate Stage 2 outcomes for my Year 4 class.
Students are able to achieve skill, knowledge and understanding as well as values and
attitudes outcomes.
Skill
outcomes:
Communicating:
COS2.1
Uses a variety of ways
to communicate with
and within groups
Decision
making:
DMS2.2
Makes
decisions as
an
individual
and as a
group
member
Interacting:
INS2.3
Makes positive
contributions in
group activates
Moving:
MOS2.4
Displays a focus
on quality of
movement in
applying
movement skills
to a variety of
familiar and new
situations
Problem solving:
PSS2.5
Uses a range of
problem-solving
strategies.
Knowledge and
understanding
outcomes:
GSS2.8:
Participates
and uses
equipment in a
variety of
games and
modified
sports.
Values and
attitudes
outcomes:
V1:
Refers to a
sense of
their own
worth and
dignity
V3:
Enjoys a
sense of
belonging
V5:
Willing
participates
in regular
physical
activity
V6:
Commits to
realising
their full
potential
8. References
Hopper, T., Butler, J., & Storey, B. (2009). TGfU--simply good pedagogy (1st ed.):
PHE Canada.
Light, R. (2006). Game Sense: Innovation or just good coaching?. Journal Of
Physical Education, 8-19.
NSW Department of Education and Training (2000). Get Skilled: Get Active.
Retrieved 8 May 2017, from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_s
killed_get_active_booklet.pdf
Pill, S. (2006). Teaching games for understanding. Australian Council for health,
Physical Education and Recreation. Retrieved from
https://www.clearinghouseforsport.gov.au/Library/archive/digital_archive/asc_pu
blications/sports_coach/sports_coach_volume_29/29213Pill.pdf
Towns, J. (2002). About Game Sense. University of Wollongong.
Retrieved from
http://www.rfu.com/takingpart/coach/coachresourcearchive/technicaljournalarc
hive/~/media/files/2009/c
oaching/articles/technicaljournal/2007/2ndquarter/gtownsendgame20sense20art
icl
