GAME SENSE

APPROACH
What is Game Sense?
Game Sense is a coaching approach which makes sports and physical activities
more beneficial and enjoyable for all students.
In the 1990s, the Teaching Games for Understanding (TGfU) model was
developed in Australia to provide a more structured approach to teaching sports.
Game Sense is a variation of the TGfU model and has since been proven to be
highly successful for young students and adolescents.
Game Sense places emphasis on the game at hand rather than the specific and
individual skills and techniques required to play the game (Light, Curry &
Mooney, 2014).
It allows games to be more meaningful for students as they collaboratively
develop and reflect on the strategies and tactics required, rather than simply
participating in the game physically (Light, 2006).
How does Game Sense work?
The role of the teacher and the environment they create is significant for students
meaningful engagement in physical activities.
Rather than providing direct instruction with very little room for students to discuss
and negotiate their learning, the Game Sense approach allows teachers to be
guides and facilitators.
In this way, teachers assist students to reflect on themselves and the task through
problem solving and discussion, thus empowering their students (Light, 2006).
Game Sense places particular emphasis on the use of language through
dialogue. This may occur between teachers and students, and between students
themselves.
Dialogue enables students to analyse their play, identify problems, formulate
solutions and then evaluate outcomes. Thus, students develop an
understanding of the play at an intellectual level rather than simply a physical level
(Light, Curry & Mooney, 2014).
Fundamental Movement Skills
Game Sense assists in the development of Fundamental Movement Skills (FMS) which are the
building blocks of movement. FMS are the initial, primary skills that children need to be
successful in various physical activities, sports and games (Curriculum Support, 2000).
FMS can be divided in 3 categories:
1. Locomotor skills (run, jump)
2. Non-locomotor skills (balance, bend, sway)
3. Manipulative skills (catch, throw, kick)
(Curriculum Support, 2000)
.Furthermore, the proficiency of FMS has not only been linked to childrens physical
development, but cognitive and social development as well, thus establishing the
foundations for an active lifestyle (Lubans, Morgan, Cliff, Barnett & Okely, 2010).
.The use of Game Sense allows students to accurately develop their physical skills as the
emphasis is placed on games that discreetly enhance these skills.
.The importance of FMS development is also articulated in the foundation statements for stage 2
in the PDHPE syllabus, which asserts that students should be able to demonstrate skills such as
static balance, sprint run, vertical jump, catch and more (Board of Studies, 2007).
Rationale for using Game Sense
There are a myriad of benefits for students in using the Game Sense approach, which is
why I have chosen to use it with 4A.
Firstly, in addition to the aforementioned physical and FMS benefits, a Game Sense
approach is more exciting and engaging for students when compared to traditional,
teacher-directed methods of teaching. As a result, all students in 4A, regardless of their
skill level or abilities, are motivated for PDHPE due to the self-directed and
achievement-based nature Game Sense (Light, Curry & Mooney, 2014).
Furthermore, social constructivism emphasises the importance of social interactions
for learning, stating that interacting with others results in greater learning than being
alone. These interactions include both verbal and non-verbal methods. Thus, I believe
Game Sense promotes both types of interactions and is therefore valuable in students
social development and overall learning (Light, Curry & Mooney, 2014).
Additionally, the Game Sense approach allows players to challenge themselves and
each other, and in this way, develops students problem-solving skills, as well as
affective and intellectual learning (Light, 2006; Light, Curry & Mooney, 2014).
PDHPE Syllabus (Board of Studies,
2007)
The Game Sense approach is highly advantageous as it effectively aligns with the
PDHPE syllabus and the outcomes for stage 2. Some of these are outlined below:
COS2.1: Uses a variety of ways to communicate with and within groups.
Game Sense promotes both verbal and non-verbal communication between students.
PSS2.5: Uses a range of problem-solving strategies.
Game Sense encourages problem-solving as students work together to analyse, apply
and evaluate solutions, while teachers facilitate using guiding questions.
GSS3.8: Participates and uses equipment in a variety of games and modified
sports.
Equipment and games can be modified to suit the needs of students in different grades
and levels.
MOS2.4: Displays a focus on quality of movement in applying movement skills
to a variety of familiar and new situations.
Game Sense assimilates students background and prior knowledge with newly learnt
skills and tactics.
 Game Sense in action
Game Sense may be divided into This term, 4A will be focusing
4 categories of games: on striking games (cricket,
1. Invasion (or territorial) games softball, kickball). This will
Such as soccer, rugby, basketball, allow the development of FMS
football such as:
2. Striking games Sprint run
Such as cricket, softball Catch
Kick
3. Net/wall games
Two-hand strike
Such as volleyball, tennis, squash
Overarm throw
4. Target games (Curriculum Support, 2000)
Such as golf, archery, lawn bowls
References
Board of Studies. (2007). Personal Development, Health and Physical Education K-6.
Retrieved from:
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-47
1b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID
=
Get skilled: get active. (2000). NSW Department of Education and Training. Ryde,
NSW: Curriculum Support Directorate.
Light, R. (2006). Game Sense: Innovation or just good coaching?. New Zealand
Physical Educator, 39(1), 8.
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. http://dx.doi.org/10.1080/18377122.2014.868291
Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010).
Fundamental movement skills in children and adolescents. Sports medicine,
40(12), 1019-1035.