2. Games sense is a modern approach that teach ‘good sport’ through developing
students strategic and thinking skills (Pill, 2011). The approach challenges
traditional coaching method that solely focus on sport technique rather than
students’ development in sports.
It focuses on the context of the game and direct in its approach. It encourages both
students and teachers to be productive in their instructional strategy, hence both
parties had a mutual understanding that the learning is necessary to enhance
their skills (Pill, 2011).
It enhance fundamental learning skills due to its attention to detail to game
context and content. When fundamental motor skills are develop in game sense
approach, it reflect a degree of learning which the individual exposed (Miller,
2006).
3. The involvement of active social interactions in game sense approach also bring
positive aspect on students, as they are more likely to be engage in sport. (Pill,
2011)
Game sense approach bring the ideas that sport is not only involves physical
aspect but also the cognitive aspect of it.
Games sense is complex and involves thought-process and strategy. However, this
complexity built through many steps and brings awareness that sport skills is
beyond physical, motor, movement aspect (Pill, 2011). It rather bring attention
that ‘good’ and ‘quality’ sport involves players’ cognitive development, thus
exceptional sport players have adequate decision making ability (Pill, 2011)
Due to game sense approach nature being very explicit in their teaching, it allows
students to further explore and enhance students’ fundamental skills (Miller,
2006).
4. The most common game sense approach is the ‘small side’ approach. The approach
usually uses less students/players in the game to go through different rules and
strategies. It build understandings and strategies about the game in a more
explicitly way, enabling students to be more immerse and develop cognitive skills
whilst playing sport.
Furthermore, when game sense approach is conducted the aim and the learning
intention is always clear and oriented, which narrow down the focus of the lesson
and allow both students and teachers to have a set of goal during the learning
experience.
5. One of the key learning area in the PDHPE syllabus is to develop physical, social,
cognitive and emotional growth during the process of PDHPE learning experience
(BOSTES, 2007). The nature of game sense allow teacher, students and also their
peers to connect and interact in a more interpersonal level. The genuine
interaction enables students to develop social, physical and cognitive growth in
their learning experience.
As previously mentioned, one of the main purpose of game sense approach is to
develop students ‘cognitive’ and thinking skills. In order for them to experience
quality learning and gain sport skills, successful game sense approach turns
students to be a good sport with informed decision making. Decision making is
vital in sport as it effect their result in game but also affect their mental and
cognitive development. Hence, developing decision making skills is beneficial for
all students particularly in sport.
6. Board of Studies, NSW. (2007). Personal development, health and physical
education K-6 syllabus. Sydney: Author. Retrieved from NESA website:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/ learning-
areas/pdhpe/pdhpe-k-10-2018
Miller, J. (2006) Primary School-Aged Children and Fundamental Motor Skills-
What is all the fuss about? Australian Association for Research in Education,
MIL06230, 1-13.
Pill, S. (2011). Teacher engagement with teaching games for understanding - game
sense in physical education. Journal of Physical Education and Sport, 11(2), 115-
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