Game sense is a constructivist approach to physical education that focuses on student decision making, problem solving, and understanding of games through modified play rather than instruction. It aims to empower students and develop fundamental movement and cognitive skills. The benefits include improved tactical ability, confidence, social skills and engagement for all students as games can be adapted for all ages and abilities. It relates to outcomes in the PDHPE syllabus around movement, decision making, problem solving and active lifestyles.

1. GAME SENSE APPROACH
Enabling student a more fundamental and positive future

2. WHAT IS GAME SENSE
• “Game Sense was proposed by Bunker and Thorpe (1982) to meet practical
needs in the development of tactically informed games player.” (Light, 2013)
• Game sense is a new level of learning within the physical education. Game
sense is a fundamental movement skill for sporting. This involves the
movements that are of rotational or cognitive development.
• Game senses is based on teaching games for understanding, this aids with the
understanding and development of students through physical and
development education.
• This is a constructivist pedagogy, which believes students learn best and
achieve a higher outcome through social interactions and also experiences.
Rather than telling players what to do the coach sets the learning environment
and guides players through problem solving and inquisitive questions

3. WHY GAME SENSE APPROACH
• Game sense is an independent approach to physical education. This provide students
with the ability to make decisions and the feeling of empowerment. This allows the
cognitive development through the process of enabling progressed fundamental
movement skills.
• Enabling students to feel independent and empowered is important as it allows for
confidence through learning. This allows for motivation within physical education
• As long as the coach the coach takes a game sense approach to focus on perception,
tactical understanding and decision-making, this would be fun for the players but
would also make a valuable contribution to their development as players and as a
team
• Traditionally lessons are based around a approach where coaches give instructions and
the students follow. All instructions are made to adhere to a certain skill. The coach
would not move on until that skill has been perfected and all students are familiar with
it.

4. BENEFITS OF GAME SENSE
APPROACH
• “I am convinced that the Game Sense approach is the way forward, but I
readily admit that it also suits my style. I do see that technical and highly
detailed coaching is essential for those who aspire to be elite performers, but
that detail does not inspire me, which is why I do not aspire to be an elite
coach.” (Townsend, 2007)
• Game sense allows for students to develop and understand their skillsets
through their own expressions and also interacting with their peers.
• This encourages students with tactical and decision making abilities.
• The focus is not about instructions given and followed but about the students
and their independence within the sport. This allows for important social skills
that the student can achieve.
• Games are modified to all ages in order for teachers to be able to teach to all
ages and no limitations. This makes it a fun activity for students.

5. FOUR GAME SENSE CATEGORIES
Game Sense is categorized into four team game area:
• Invasion (territory); Soccer, netball, football
• Net and Wall; Tennis, Volleyball
• Target: Bowling, archery
• Striking
“The TGfU game classification system is evident through the syllabus outcomes
where students are required to demonstrate movement skills through the games
categories of target, striking/fielding, invasion and net/court. The syllabus places
more emphasis on decision-making and problem solving skills and building
tactical and strategic understanding.” (Parry, 2014)

6. SYLLABUS RELATIONS
• Students will enhance their skills through outcomes outlined in the PDHPE
Syllabus for Stage 2, Year 3.
• DMS2.2: Decision Making: - Students will have the opportunity to not only work
together to achieve and outcome but also individually with reaching a decision.
The decisions will be based on game sense learning.
• INS2.3: Interacting – The interactions of students is important as this develops
relationships with team members and other students. Also has a positive impact
on students contribution.

7. CONT’D
• MOS2.4: Moving – Movement within game sense play is important for students as it
enables fine movement skills.
• PSS2.5: Problem Solving – Students will be able to work as a team to identify any
problems and are encouraged to pose inquisitive questions in order for the problem
solving process to be completed.

8. SYLLABUS RELATIONS
• Students will enhance their knowledge and understanding through
outcomes outlined in the PDHPE Syllabus for Stage 2, Year 3.
• ALS2.6: Active Lifestyle – This allows students to acknowledge the difference
between regular activity and the physical activity that benefits the health.
• GSS2.8: Games and sports – Students will identify the encouragement and
teamwork that game sense has. This can be seen through equipment readily
available for students. This also encourages students to succeed.

9. RATIONALE
• Game sense approach is a significant facet for the students learning as it will enable
their development through physical education. This is done through fundamental
movements and their cognitive and physical skills.
• This also allows students to become more confident, empowered and able to make
decision independently and within a team.
• This will strengthen your child’s physical abilities through game sense approach

10. DISCUSSION
• How can my child benefit from a game sense approach?
• Game sense is a flexible approach that can be adjusted for all ages and also at different
learning capacities, this promotes engagement for all students
• Through engagement students are able to develop their fundamental movement skills
and cognitive. This is done through play
• Provides students with the ability to ask questions and make decisions with only
feedback returned. This improves their critical thinking and also their self-esteem
• Employs the opportunity for students to gain control on their own learning. This
encourages independence and motivates students.

11. REFERENCES
• Games Sense by G Townsend 2007
• Light, R. (2013). Game sense (1st ed., p. 37). Milton Park, Abingdon, Oxon:
Routledge.
• Parry, K. (2014). A Game Centred Approach for Enhancing Quality Teaching and
Improving Student Learning Outcomes in PDHPE (PHD). ACPE.