Game sense is an approach to teaching physical education that focuses on learning skills through modified games rather than isolated drills. It emphasizes student engagement and collaboration through open-ended questioning and cooperative gameplay. The document discusses the benefits of game sense, including inclusive learning, student autonomy, and intellectual engagement. It also provides reasons for using a game sense approach, such as aligning with curriculum goals of developing decision-making skills and promoting active lifestyles, as well as engaging students through enjoyable activities.

1. Game Sense
Approach to
Teaching
Emma Hodgson

2. What is Game Sense Approach?
Traditionally, students were taught the tactical skills of different sports in isolation from the sport itself. This was believed
to produce players who were technically adequate at the sport but their gameplay was poor (Light, 2013). This
encouraged the development of the Game Sense approach to learning, where students learn through playing the game as
a whole rather than breaking it up into tactical skill drills (Light, 2013). Game sense is the use of small sided modified
games to emphasize and improve particular skills (Pill, 2014).
Game sense is based on two principles;
1. Learning of skills is contextualised within
games, not through isolated teaching of
skills.
2. Intellectual engagement, though open ended
questioning, helps to stimulate thinking,
promote active learning and fosters
intellectual engagement of all students (Light,
2013).
Game sense is broken into four categories, with
each category focusing on different fundamental
and transferrable skills (Light, 2013)
1. Invasion games- invade other teams area to
achieve a goal (rugby, soccer, hockey,
basketball)
2. Net/wall games- send ball/object into other
teams court without getting it back (volleyball,
tennis)
3. Target games- aim to place a projectile in or
near a target (bowling, golf, archery)
4. Striking/fielding games- contest between
fielding and batting team (baseball, tee ball,
cricket)
(Webb, & Pearson 2008)

3. Benefits Of Game Sense For
Your Child
Inclusive of all
students as
games allow
students to
improve
fundamental skills
at their own pace.
Allow for student
collaboration
through
cooperative
gameplay.
Student
autonomy
increases as they
have more control
over how to solve
the problems in
the game as a
team.
Affective learning
as students have
fun and enjoy the
structure of
starting with
simple games and
moving towards
more complex
games.
Open questioning
and dialogue
allows for
reflection and
analysis, which
intellectually
engages
students.
(Chen, & Light, 2006)

4. My Reasons For
Using a Game Sense
Approach

5. My Reasons For Implementing Game Sense Approach
The NSW PDHPE syllabus (NESA, 2007)
encourages students to develop skills that
enable better health such as decision making,
problem solving and effective interactions.
Through using the game sense approach,
students are indulging in cooperative game
play which entails them exercise these critical
skills. Therefore, I use this approach to fulfill
an important aspect of the NSW PDHPE
syllabus.
The NSW PDHPE syllabus (NESA, 2007) also
aims to promote the important of an active
lifestyle by providing opportunities for
enjoyable, creative and social outlets in
physical activity. A game sense approach
entices these three core characteristics as the
idea of games are enjoyable and social for
children and entice the use of creative thinking
skills through teacher questioning.

6. My philosophy is based on a child-centered
learning approach where I believe children should
inquire about the world around them and then
answer their own questions. Through using a
game sense approach, 2H students are able to
inquire and learn how to solve problems, work
together and think critically for decision making
through fun and engaging games.
My Reasons For Implementing Game Sense Approach
I believe students learn best when they are
enjoying the activities and having fun. Using the
game sense approach, students in 2H are able to
enjoy the outdoors, participate affectively in team
work situations and have fun while learning
fundamental movement skills. I find this approach
much more entertaining for children than a
regimental skill approach.
Finally, Game sense employs a constructivist approach where
there is a focus on the process of learning, where students use
prior knowledge to actively construct their own understanding of
situations through social and active engagement (Light, 2013).
Through game sense learning, 2H are able to use their prior
knowledge of game play to implement into new situations, making
them adaptable, flexible and critical thinkers, which are important
aspects of 21st century learners (Chen, Calinger, Howard, &
Oskorus, 2008).

7. Game Sense As Teaching Approach
Strengths of Game Sense
 Students interpersonal communications skills
increase through team collaboration and
problem solving. For example students need to
communicate in a modified game of basketball
to know who they need to pass to when you are
not allowed to pass back to someone who has
had the ball in the last two throws.
 All students have the chance to be included
and have a go through simple to complex
structures of gameplay. For example a game of
Oz tag can begin with even teams then be
modified to have 4 against 8 to encourage
more complex movement and teamwork.
 Student engagement increases as attitudes
towards sport are improved through affective
affiliations with game sense approach. For
example students may not enjoy dribbling
practice on a field for soccer but would enjoy
playing a 3 versus 3 dribble and pass game on
a square medium sized field.
What I need to do for my students.
 Provide authentic open-ended
questions about the gameplay to
encourage conversational dialogue
between students.
 Plan games to be presented as
problems which students will need to
solve.
 Set up multiple games operating at
one time so a smaller number of
students are in each game to
encourage fair chance for all
students to have a go.
 Encourage collaboration and sharing
of ideas so all students can have a
chance to voice their opinion.

8. References
Chen, C., Calinger, M., Howard, B., & Oskorus, A. (2008). Design principles for 21st-century educational
technology: Connecting theory and practice. International Journal of Information and Communication
Technology Education, 4(4), 19-30.
Chen, S., & Light, R. (2006). I thought I’d hate cricket but I love it! Change: Transformations in Education, 9(1), 49–58.
Light, R. (2013). Game sense pedagogy for performance, participation and enjoyment. Milton Park, Abingdon, Oxon;
New York: Routledge.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society, 1-19.
NSW Education Standards Authority. (2007). Personal Development, Health and Physical Education K-6 Syllabus. NSW:
Board of Studies.
Webb, P., & Pearson, P. (2008). An integrated approach to teaching games for understanding (TGfU).
A paper presented at the 1st Asia Pacific Sport in Education Conference, Adelaide.