The Game Sense approach is a student-centered teaching method used in physical education. It focuses on developing students' tactical and strategic thinking about games through modified game play, rather than isolated skill drills. Teachers encourage reflection on gameplay by frequently stopping games to ask questions. This allows students to learn skills in the context of a game. Key benefits are that it is more inclusive and motivating for students as they learn to apply skills while having fun playing games.

1. GAME SENSE APPROACH
Miss Needham’s 3N PDHPE Class

2. WHAT IS THE GAME SENSE APPROACH?
 The traditional technical approach is characterised by students learning the skills associated within
the game in isolation. Once the skills are achieved by students, they are then incorporated within
the actual game (Pill, 2006).
 On the other hand, the Game Sense approach is characterised by the teacher asking a series of
questions during the process of the game, that guide and encourage students to think and talk
about the tactical and technical aspects of the game (Light, 2006).
 Moreover, it focuses on students developing their thinking skills about the game, through problem
solving and decision making situations, which are central to successful performance in physical
activity (Pill, 2006).
 Additionally, as stated by Pill (2006), in the Game Sense approach, the teacher frequently stops the
game, and students are required to think about and reflect on their performance. This allows
students to develop their execution of skills within the field of play, and thus, they develop a rich
understanding of the game.

3. WHAT IS THE GAME SENSE APPROACH?
 In addition, the key to the Game Sense approach is that when skill acquisitions are achieved for
specific sports, students are able to better understand the significance of the skills within the game,
because they have already acquired a thorough understanding of the rules of the game (Pill, 2006).
 There are four game categories that make up the Game Sense approach, including invasion or
territorial games such as soccer and basketball, striking games such as base ball and cricket, net
and wall games such as tennis and badminton, and target games such as archery and darts (Light,
2006).
 Whilst the skills are quite different, the games that make up each category share similar tactical
considerations that are needed to play the game. An example of this is “the idea of making space
for attack, passes or kicks that lead a receiver into space are common in all invasion games” (Light,
2006). This allows students to develop, and apply tactical awareness skills in a range of modified
games.
 Therefore, the Game Sense approach is a student-centred approach, as it allows students to
develop, and understand when to use specific skills as they play the game.

4. WHAT IS THE GAME SENSE APPROACH?
 Therefore, instead of teaching students the skills required in the
game in an isolated environment, such as getting students to
practice their dribbling skills in basketball, or practicing their shooting
skills, the Game Sense approach is characterised by students
learning the skills of the game whilst they are actively involved in
field of play.
 Moreover, the Game Sense approach is focused on students
learning the skills required in the game by playing. In a game of
basketball for example, the teacher may regularly remind students
throughout the game to keep their heads up whilst dribbling the
ball. The students subsequently reflect on, and try to correct the
execution of the skill.
 Thus, this allow students to have fun and learn the rules of the game,
without having to pay excessive attention to their technique, and
correct skill execution (Pill, 2006). The skills are developed over time
with practise, reinforcement and guidance from the teacher.

5. STRENGTHS AS A TEACHING APPROACH
 The Game Sense approach is an extremely effective teaching approach as it not only allows
students to have fun participating in physical activity, but it also allows them to develop and
acquire sport specific skills over time, without feeling pressured. As a result, students are more
motivated to learn and participate in physical activity.
 The Game Sense approach is about inclusion and cooperative learning in team situations, and
provides students with the opportunity to preform a range of skills as they play the game. By getting
the students to play the game, and not singling students out to perform skills such as shooting or
dribbling, those who have underdeveloped skills will not feel offended or embarrassed when
executing skills during the game. Therefore, the Game Sense approach increase the motivation of
beginner learners to participate in physical activity.
 Another strength of using the Game Sense approach in teaching physical education, is that it
focuses on modified games that minimize the level of skill and technique needed by students in
order to play the game (Light, 2006).
 Moreover, this allows students to think about what they have to do during the game, and are not
disadvantaged by needing a high level of skill and technique to play the game (Light, 2006).

6. STRENGTHS AS A TEACHING APPROACH
 Moreover, teachers can design progressive sequences of
movement, and can also modify the rules of the game making it
easier for students, or add rules to the game, to make it more
challenging for students.
 The Game Sense approach allows students to develop their
thinking, problem solving and decision making skills through
critical aspects of the game, and at the same time develop the
skilful components of the game.
 It increases students’ motivation to learn and live active lifestyles,
as they are encouraged to participate in sports that are not too
challenging, and allows them to have fun whilst learning new
sport specific skills in PDHPE.
 Moreover, during the games students develop skills in tactical
awareness, teamwork, fair play and a range of manipulative skills
such as throwing, dribbling, catching, kicking and passing
depending on the sports they play.

7. REFERENCE LIST
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal
of Physical Education New Zealand, 39(1), 8-19.
Pill, S. (2006). Teaching games for understanding. Australian Government:
Australian Sports Commission, 29(2), 1-4.