The document discusses the game-sense approach to teaching sports. It emphasizes gameplay over technique instruction to encourage strategic thinking about actions and responses. Game-sense focuses on the play aspect of sports and helps develop tactical understanding, decision-making, and a sense of the game. It allows students to problem solve through modified game activities rather than just listening to instructions. Game-sense is grounded in constructivist learning theory that students learn best through experiences and social interactions.

1. What is a Game-
Sense approach?
• GAME SENSE IS A SPORT-SPECIFIC ITERATION OF THE TEACHING
GAMES FOR UNDERSTANDING MODEL (BUNKER & THORPE, 1982, 1983).
• BASICALLY, INSTEAD OF TEACHING STUDENTS TECHNIQUE-FIRST
ABOUT THE SPORT, WE INTRODUCE AN ELEMENT OF GAMEPLAY TO
ENCOURAGE STUDENTS TO THINK ABOUT ACTIONS AND SPECIFIC
RESPONSES TO THE SPORT.
• IT IS AN APPROACH THAT PLACES AN EMPHASIS ON THE PLAY ASPECT
OF SPORT (BROOKES, 2012).

2. Why do I use a Game-Sense approach?
 Play Practice and Game Sense can make a significant contribution
toward the development of specific areas of play such as tactical
understanding, reading the game, decision-making, player
independence and a general ‘sense of the game’ (Launder & Piltz,
2006).
 There has been a shift from traditional teaching practise to a game
sense approach where students can think on their own more as they
engage in game based activities as opposed to just listening to my
instructions on technique. Student’s become problem solvers when a
game sense approach is implemented.
 Game Sense Approach really stems and builds upon the theory of
constructivist pedagogy which states that students learn best through
experiences and social interactions (Light, 2004).

3. What are the strengths of a Game-
Sense approach?
 Students develop tactical awareness and decision making within
games that are altered for them with different rules allowing
them to think on their feet to solve the problem at hand.
 A key strength for a game sense approach is that is allows
teachers to add to the game or take away from the game but still
put emphasis on the required skills to play the game.
 Social skills are developed verbal and non verbal
communications are present through the interactive nature of
the games.

4. THE RATIONALE
 Game sense helps students develop their strategical thinking and assist in
their problem solving skills as they are more involved in the student-based
games.
 Game sense allows students to enjoy and learn skills through games being
active and healthy while participating in the game.
 Game sense allows for reflection, students are stopped and asked to reflect
on the skills they are learning and will continue to learn.

5. Example of Game Sense
 Teaching football through a game sense approach for example involves
developing strategic thinking through motor skills – what positions on the
field is best to receive the ball? How does this impact other players?
 The idea of maintaining possession of the ball – starting off with a game
where students form a circles aiming to keep a hold of the ball and not
lose it to the students trying to regain the ball within the circle. This allows
students to enjoy and reflect, and also question their learning.

6. Syllabus Content
 The purpose of game sense approach is to develop in each student the
knowledge and understanding, skills and values and attitudes needed to
lead to healthy, active and fulfilling lives.

7. REFERENCES
 Bunker, D. and Thorpe, R. 1982. Themed edition: Reflecting on the teaching of
games. Bulletin of Physical Education, 18(1)
 Brookes, L. (2012). How the game sense approach in physical education can
develop cognitive thinking. [Online] Sornerville House. Retrieved from
http://www.somerville.qld.edu.au/sites/default/files/HowtheGameSenseApproa
chinPhysicalEducationcanDevelopCongnitiveThinking_LeanneBrookes_0.pdf
 Light, R. (2004). Coaches’ expriences of Game Sense: Opportunities and
Challenges. Physical Education and Sport Pedagogy, 9(2), 115-131. Doi:
10.1080/1740898042000294949
 Launder, A., and W. Piltz. 2006. Beyond ‘understanding’ to skilful play in games
through Play Practice. Journal of Physical Education New Zealand 39, no. 1: 47–
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