GAME SENSE

APPROACH
E M I LY J O H N W S U - 1 8 1 3 9 1 5 0
GAME SENSE EXPLAINED:
- The game sense approach aims to develop fundamental
movement skills while developing an understanding of the
game or sport through modifying games to create more
meaning or relevance. The Game Sense approach focuses on
the game rather than skills or techniques that more generic
approaches tend to put emphasis on (Light, Curry & Mooney,
2014).
- This is often carried out by reducing the skill or technical
demands given to students at the beginning of games and
allowing students to experiment with tactical dimensions as
the complexity of the game increases.
- Minimal and explicit instructions are often given at the
commencement of game sense approached games by the
teacher/coach, and modifications are made throughout the
games.
GETTING PRACTICAL:
Definition: The game sense approach involves the design
of a game to reach certain outcomes, consisting of posed
questions which stimulate thinking and opportunities for
discussion to formulate ideas and solutions which can be
evaluated (Light, 2013).
For example:
As the game sense approach is student-centred, the teacher
may asks Stage 3 students to begin a game of Oz tag by
splitting their teams and providing minimal instructions.
Through the teacher asking questions, students responses
should create a better game or space by modifying elements
of it. The student may increase the number of tackles
allowed before scoring which would make it easier for both
teams to score. This is a game sense approach as an element
of the game was modified to suit the players needs.
RATIONALE/DISCUSSION
Unfortunately it has been noted that the game
sense approach is not used in schools as frequently
as we would hope as many teachers do not fully
understand the approach and how it works (Pill,
2014). Moreover, I intend to incorporate this
approach into my future teaching of PE as much as
possible as I find it to be very beneficial to students.
Teaching Games for Understanding (TGfU) has
created a international following inspired by Bunker
& Thorpe in 1982 as they outlined an issue of
students producing good skills but not so good
games players. They put an emphasis on children
learning not only how to do skills but the
importance of learning when, where and why (Light,
Curry & Mooney, 2014). This supports why I believe
that the game sense approach is important.
RATIONALE/DISCUSSION CONT.
The game sense approach holds many benefits to students which is why I
intend to incorporate this approach into my PE lessons. The benefits of
the game sense approach include:
Students self strategize.
Develop problem solving skills.
Promotes student engagement and learning.
Enhance communication/ social skills.
The game sense approach has a very strong link to the current K-6 BOS
NSW PDHPE syllabus. In regards to stage 3, the games and sports
outcome requires that students apply movement skills in games and
sports that require communication, cooperation, decision making and
observation of rules (NSW BOS, 2007). Through the game sense
approach students can meet this outcome effectively through the
development of games and the modification of them as their intensity
increases to suit the needs of the players and the game.
 REFERENCES
Board of Studies, NSW. (c2007). Personal Development, Health and Physical Education
K6 Syllabus. Sydney: Board of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personaldevelopmenthealthandp
hysical educationpdhpe
Light, R. (2013). Game Sense: pedagogy for performance, participation and enjoyment.
Chapter 4 (pp 3747).
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality
teaching in physical education. Asia-Pacific journal of health, sport and physical
education, 5(1), 67-81.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society, 119.