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The term Game Sense was introduced by Charlesworth in 1994 in his

description of Designer Games. It is basically games that provide an

environment in which, tactical, technical, psychological, competitive skills
can be nurtured optimally (Phill,2011, pg.5).
Game sense is similar to TGFU(Teaching Games for Understanding),
which is more purposefully directed toward educating the learner about the
context in which technique is performed, whereas the traditional approach
of teaching is more interested in the performance or the result of a
technique (Stolz and Pill, 2014)
Game sense has been recognised as effective in the teaching of games
and sport in NSW Department of Education and Training and Tasmanian
Schools Department of Education. It has also been recognised as a tactical
approach in Queensland Curriculum Source Book sport modules (Phill,
Game Sense is also consistent with teaching for the Outcomes stated in
Australian Curriculum documents, where there is an emphasis on
developing student effective capacity and sport understanding (Phill,
Game Sense approach takes into consideration the best interest of the students.
There is a motivation factor in teaching PE through game sense. When students
were asked which approach they liked better in learning PE, their response was
through games because they are fun (Austin,Hayes,& Miller,2004,pg.10)
There is a consistent report that children in Australia are not performing to the
expectation of educators in terms of proficiency or masters of fundamental motor
skills. The problems associated with the lack of skill development may not be a
result of poor co-ordication or lack of ability, it can be as a result of lack of exposure
to range of learning environment (Austin,Hayes,& Miller,2004,pg.4). Game Sense
approach provides that variation in environment so that students reach their highest
I personally prefer Game Sense approach to teaching PE because it is
an approach that is correlated to the learning outcomes stated in NSW
Syllabus. For example, through game sense approach a student in
stage 3 will be able to refine and apply their movement skills creatively
to variety of challenging situation (NSW syllabus,pg.24).Students may
also be able to maintain and improve the quality of an active lifestyle
through Game sense approach (NSW Syllabus,pg.26)

One of the benefit of Game Sense approach is that is it not very
target oriented as it makes the student think about their strategies
and movements. It is also a reflective approach where students can
reflect on their past experience of a game and try to improve their
motor or movement skill.
It is also a preferable pedagogy because it is highly student centred
and advocated team effort and co-operation with fellow students.

Bradley Austin., John Haynes., & Judith Miller. (2004). Using Game Sense
Approach for Improving Fundamental Motor Skills. Australian Association
for Research in Education, 1-19.
New South Wales. Board of Studies. (1999). Personal development, health
and physical education K-6: Syllabus. Sydney: Board of Studies.
Shane Andrew Phill. (2011). Seizing the Moment: Can Game Sense
Further Inform Sport Teaching in Australia. PhenEx Journal, 3(1), 1-15.
Steven Stolz., & Shane Pill. (2014). Teaching Games and Sports for
Understanding:Exploring and reconsidering its relevance in physical