Game sense is a new approach to teaching sports that focuses on games rather than isolated skills. It allows students to develop their own understandings, think strategically, and have fun. The game sense approach modifies games so students can be actively involved at their own skill level. It emphasizes problem solving, communication, and developing tactical awareness through questions rather than direct instruction. Game sense links to the physical education syllabus by promoting students' development in playing games and the related physical, social, and intellectual skills.

1. Game
Sense
Miss Roberts – Class of 1/2R
Kasey Roberts-17579937

2. WHY WE USE GAME
SENSE APPROACHES:
When I implement practical lessons I engage in activities based around game
sense strategies as well as basic games that exhibit qualities of the fundamental
movement skills and personal direction. It is through these types of games that
we are encouraged to learn and implement game strategies that are self and
group directed. This involves the establishment of developing your own rules,
boundaries and even making small detailed changes to the game like who you
can and cannot pass the ball too, how many bounces you can make, hoe you
throw the ball and even how many steps you can take.
The reason I allow my students to adapt games is because it helps them to
identify the power of each individual, create fair alterations to the game based
on others and the environment around them. It teaches students a number of
skills, develops communication, team work and problem solving skills.

3. WHAT IS GAME SENSE:
Game sense can be seen as a new approach to the way sports are taught and to
the way children learn about the processes of the game. It’s a new approach to
coaching which uses games as the focus of the session (Towns, P. 2002). The
reasons for this new approach are:
 Players become more tactically away of the game
 Can make better decisions during the game
 Think strategically in regards to the concepts of the game
 Develop deeper understandings of the game
 Develop skills in a more realistic and enjoyable environment in comparison to
a structured, planned out practice session
 More importantly, HAVE FUN!

4. The Technical Approach:
The technical approach is still used my many coaches around the
world however, many people prefer to use to new game sense
approach to teaching. The reasons for this are because:
 The technical approach teaches skills in isolation from the game
 It assumes there is only one right way to perform a skill
The problem found with this approach is that the thinking and problem
solving aspect required for successful game performances are not
central to the learning as the technical requirements are isolated from
the game when practices in drills and skilled sessions (Pill, S. 2014, p.
1).

5. TEACHING GAMES FOR
UNDERSTANDING (TGFU)
TGFU highlights the intellectual dimensions of the game. It is student-
centered and has an inquiry-based learning structure. TGFU employs
questioning instead of direct instruction (Pill, S. 2014). TGFU is called
GAME SENSE. Game sense allows students to develop their own
understandings and skills needed whilst being actively involved in the
game (Light, R. 2006).
Game sense integrates physical, intellectual and social aspect of
learning. It is effective because it is asking not telling students, it has a
problem solving approach, it is open to ideas and solutions, encourages
thinking and creativity and effective communication within the team.

6. Game sense allows students to be involved in the game, have fun and be
motivated right from the start. It is inclusive despite different ages, skills and
ability levels.
Game Sense teaching requires:
 games that are inclusive and prevent single players dominating.
 Games that encourage higher skilled players to include and involve their
team-mates.
 Games and rules that can be modified so that the children are in control
These types of games may appear messy and unsuccessful to an observer
who would see well organised coaching as a good teaching method however,
games and sports are not ordered, they are forever changing and good players
need to train under these similar conditions. In Invasion sports like football,
soccer or netball for example the environment is unpredictable, players need
to be able to make on the spot decisions like where? When? How? Fast or
slow? Right or left? And that is why the ‘game sense’ approach to training
can be effective.

7. There are four categories of games within the game sense approach:
1. TARGET GAMES- Gold, Archery, Darts and Curling
2. STRIKING/FIELDING GAMES- Baseball, cricket, softball and
rounder's.
3. NET AND WALL GAMES- Volleyball, badminton, squash and
tennis.
4. INVASION OR TERRITORY GAMES- Hockey, soccer, football,
rugby and netball.
(Knijnik, J. 2015).
CATEGORIES OF FORMAL
FORMAL GAMES

8. RATIONALE &
STRENTHS of TGFU
 To make it simple, a game sense approach is playing a particular game
followed by asking questions in regards to that game.
 Game sense approach is a holistic model focusing on the physical, social
and intellectual skills of each individual.
 It is a student-centered approach and is non-technique-based and has a non-
directive approach making students feel less pressure and more motivated
to learn at participate in the activity.
 It assists students in developing leadership and planning skills.
 It enhances both verbal and non-verbal social skills through effective
communication, decision making and problem solving abilities.
 It focuses on modifying games that minimize the level of skill and
technique needed by students in order to play the game (Light, R. 2006).
 It allows students to think for themselves and to have fun and enjoy a game
that they have created or modified.

9. HOW GAME SENSE LINKS TO
SYLLABUS
 The game sense approach links to the PDHPE Syllabus as it promotes
children’s development in playing games and all the aspects needed in
relation to this (ALS1.6, GSS2.8, IRS1.11, PHS.1, SLS1.13) (Board of
Studies, 2007)
 The purpose of game sense approach is to develop students knowledge and
understandings, skills, values and attitudes needed to lead healthy, active
lives.

10. REFERENCE LIST
 J. Knijnik. (2015). Personal Communication. Retrieved February ,24,
2015.
 Light, R. (2006). Game Sense: Innovation or just good coaching?
Journal of Physical Education, New Zealand, 39 (1), 8-19, 3.
 Personal development, health and physical education, K-6: Syllabus.
(2006). Sydney, NSW: Board of Studies.
 Pill, S. (2014). Teaching Games For Understanding. Sports Coach.
Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teachin
g_games_for_understanding
 Towns, J. (2002). Game sense online: The development of online game
sense resources, Unpublished honors thesis, University of Wollongong,
Wollongong, New South Wales, Australia.