T_Cummins, 18190061 Game sense

1. TROY CUMMINS 18190061

2. • When doing physical education with the Year 4 Diamonds, I like to use what is
called a ‘Game Sense’ approach, which can often be referred to as Teaching Games
for Understanding of TGfU.
• Game sense refers to the idea of building skills in physical education in a game
setting, promoting students to use their own problem solving, communicating and
decision making skills as opposed to a more teacher directed approach.
(ausport.gov.au)
• The game sense approach allows children to think for themselves, in the same way
we allow children to discover the world around them as they are developing in a
real world setting, for example, life skills such as walking and talking. This approach
provides children with ample opportunity make mistakes. The game sense
approach is a great way for children to discover their unique skills for
themselves in a fun and engaging environment. (Townsend, G. 2007)

3. • Through engaging in exciting and interesting games and activities, children are able
to fine tune fundamental movement skills such as running, jumping, skipping,
hopping and throwing in an inclusive and fun setting, which then allows them to
apply these skills when partaking in more formally structured sports. (Webb &
Pearson, 2012)
• The games that students partake in usually involve the learning of skills to
participate in a variety of game types, such as ‘invasion games’ (e.g. basketball or
netball) striking and fielding games (e.g baseball or cricket), ‘target games’ (e.g.
bowling or golf) and net and wall games (e.g. tennis or badminton). (Tan, Chow &
Davis, 2011). The game sense approach involves a more rounded and multi-variate
student interaction as opposed to the simple sharing of knowledge. (Light, 2002 as
cited in Light 2006)

4. • Another great thing about the game sense approach is that it is strongly
relevant to the PDHPE syllabus, and outcomes are achieved in a supportive,
fun and creative environment.
• Through the game sense approach, students are able to develop skills in
socialisation and interpersonal relationships (IRS3.11) through participating in
group situations and creating opportunity to support and show consideration for
others.
• It also promotes interest in and understanding of games and sports (GDSS3.8) by
allowing students to explore fun ways of practising skills and also allowing children
to experience cooperation and encouragement in a team environment.

5. • The game sense approach is a great way for the year 4 Diamonds to not only
become proficient in vital physical education fundamental movement skills, but to
help them in preparing for the future, through working in a unique, fun, social and
autonomous learning environment.
• Through the game sense approach, students will build the confidence they need to
be able to feel that they can participate in ANY sport or physical activity that
comes their way, which strongly promotes healthy living and an active lifestyle.
• Unlike traditional coaching methods, students are able to openly make mistakes in
a supportive and nurturing environment. They won’t be picked on or ridiculed for
not ‘getting it’ straight away, but will be encouraged by their peers and teacher
alike to give it a go. While winning is still important in a competitive sports sense,
with the game sense approach, participating is a reward in itself!

6. • The game sense approach also allows students to use their imagination, and tap
into their natural ability to be creative and have fun!
• P.E shouldn’t be scary, and my philosophy is - if it isn’t fun, I’m doing something
wrong. Thank goodness for game sense!
• Some of you may be thinking ‘Isn’t this all a little airy fairy?’. On the contrary, the
game sense approach will provide students with the skills and knowledge they
need to be able to manage themselves and their peers in a physical activity setting,
which will make life much easier if they choose to take on sport outside of school
or professionally.

7. • I hope this presentation has cleared up some of the misconceptions about the use
of game sense in physical education in a modern classroom. My goal is to have
every student, even the ones that self-identify as ‘non-sporty’ to have a positive
attitude towards PE, and strive towards having each and every one of the year 4
Diamonds develop a lifelong love for an active and healthy lifestyle.
• If you would like to discuss my PE teaching philosophy further, please don’t
hesitate to contact me on the email address listed below. Hopefully by the end of
the year, the year Diamonds will be a group of fabulously fit and fantastically active
kids who know how to engage is sport and PE -and also know how to have fun!
Troy.A.Cummins@gmail.com

8. Light, R. (2006). Game sense: Innovation or just good coaching?. Journal of
physical education New Zealand. 39(1), 8-20.
Tan., Chow., & Davids. (2011). ‘How does TGfU work?’: examining the
relationship between learning design in TGfU and a nonlinear pedagogy.
Physical Education and Sport Pedagogy, 17(4), 331-348.
Teaching games for understanding. (n.d.). Retrieved October 1, 2014, from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teach
ng_games_for_understanding
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9. Townsend, G. (2007). Game sense. Rugby football union. 1-10, Retrieved from
https://vuws.uws.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=
2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3D
Course%26id%3D_13559_1%26url%3D
Webb, P., & Pearson, P., (2012). Creative unit and lesson planning through
a thematic/integrated approach to Teaching Games for Understanding
(TGfU). Physical Educator - Journal of Physical Education New Zealand,
45(3), 17-22
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