2. What is Game Sense?
Game Sense is a holistic approach to teaching sports focusing
on the ‘play’ aspect of sport.
It is a variation of the Teaching Games for Understanding model.
Game Sense involves using small-sided, modified games, which
progressively move from simple to complex, eventually leading
to a full game or modified version (Breed & Spittle, 2011).
Questioning is a key concept of the games sense approach to
enable students to understand the significance of the skills
gained.
Games are stopped at regular intervals and students are asked
to reflect and process their actions to progress development (Pill,
n.d.).
As well as skill development, emphasis is also placed on higher
order cognitive skills such as decision making, tactics, problem
solving (Brookes, n.d.).
3. What is Game Sense?
Game Sense groups games into four categories as seen
below. Categories are based on the physical characteristics
of the game, fundamental skills needed and tactical
problems of the game (Mandigo, Butler & Hopper, 2007; NSW
Department of Education and Communities, n.d.).
Invasion Games Net & Wall
Games
Striking &
Fielding Games
Target Games
Basketball
Soccer
OzTag
Tennis
Volleyball
Badminton
Softball
Cricket
Baseball
Bowling
Archery
Golf
4. How does Game Sense relate to the syllabus?
The Game Sense approach will enable students to achieve Stage 1 PDHPE skills
outcomes. This outlined in the table below.
Skills Outcome How Game Sense meets this outcome
COS1.1
Communicating
• Students listen attentively and respond appropriately to
others to negotiate game situations
DMS1.2 Decision
Making
• Students decide where, when and how to move or interact
in the game
• Upon reflection, students can choose to continue with their
current skills or adapt it
INS1.3 Interacting • Students work cooperatively as a team
• Students learn from and motivate each other during games
MOS1.4 Moving • Students develop and perform technical and fundamental
movement skills in response to different situations
PSS1.5 Problem
Solving
• Students work in a team to solve tactical situations during
the game
• Students are able to transfer and apply skills to other games
(Board of Studies, 2007; Breed & Spittle, 2011).
5. Why use Game Sense?
The Game Sense approach is an inclusive teaching methodology
where all levels of students are included, with skills being added at a
pace manageable by students (NSW Department of Education and
Communities, n.d.).
Implementing a Game Sense approach allows for a student-centred
approach where students learn to respect others, to
appreciate the need to participate in regular activity and
eventually realise their full potential (Board of Studies, 2007; Forrest,
Webb & Pearson, 2007).
6. Why use Game Sense?
Questions regarding the conceptual, strategic and tactical
components of the game guide students to a greater
understanding and appreciation of the game (Forrest et al., 2007)
Game Sense also allows time for reflection, which enables students
to think about what they have learnt and how to improve (Pill, n.d.)
In essence, Game Sense builds confidence, teamwork skills and
fundamental movement skills through play and fun!
7. Benefits of using Games Sense
All students are catered to with the Game Sense model regardless
of their capabilities.
Compared to a traditional approach of teaching PE, Games Sense
is a holistic model which, results in students whom have a deeper
understanding of the game rather than just being skillful at the
game (Pill, n.d.).
Rather than focusing on teaching skills alone, the integration of
physical, intellectual and social learning in Game Sense enables
students to understand similarities between games and explore
common concepts (Breed & Spittle, 2011; Light, 2006).
This leads to increased motivation, engagement and enjoyment in
students.
By using Game Sense, my aim is to have all students in 2T to develop and
improve physical, social and cognitive skills through play and fun!
8. References
Board of Studies NSW. (2007). Personal Development, Health and Physical Education K-6: Syllabus.
Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-
8ce5-122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
Breed, R., & Spitttle, M. (2011). Developing games sense through tactical learning. Port
Melbourne, Australia:Cambridge University Press.
Brookes, L. (n.d.). How the game sense approach in physical education can develop cognitive
thinking. Sommerville House. Retrieved October 7, 2014, from
http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game%20Sense%20Approac
h%20in%20Physical%20Education%20can%20Develop%20Congnitive%20Thinking_Leanne%20Broo
kes_0.pdf
Forrest, G. J., Webb, P., & Pearson, P. (2007). Games for understanding in pre service teacher
education: a 'game for outcome' approach for enhanced understanding of games. In R. Light
(Eds.), 2006 Proceedings for the Asia Pacific Conference of Teaching Sport and Physical
Education for Understanding (pp. 32-44). Sydney: University of Sydney.
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education
New Zealand, 39(1), 8-19.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? Physical &
Health Education Journal, 73(2), 14-20.
NSW Department of Education and Communities. (n.d.) Games sense approach to practical
lessons. Curriculum Support. Retrieved Octorber 7, 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
Pill, S. (n.d). Teaching games for understanding. Australian Council for Health, Physical Education
and Recreation, 29(2), Retrieved October 7, 2014, from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_underst
anding
