Playing with purpose

Using the Game Sense

approach to teach Physical
Education A guide for parents
 Game sense was first developed in Australia in the early 1990s. It
What is Game Sense? is a teaching approach that is based upon Teaching
Games for Understanding (TGfU) (Pill,2012).

Game sense is a student friendly approach which provides a positive

and highly motivational setting for all students. It is a humanistic
approach to teaching physical education in primary schools.

The game sense approach places emphasis on the play aspect of

sports. This approach allows students to develop problem-solving
skills, decision making skills and finding tactics throughout the lesson.
From this approach students gain social skills, conflict resolution skills
and self expression when developing the essential knowledge for a
healthy lifestyle.

This is a quite different approach compared to the traditional way of

teaching games, in the way that there is less emphasis placed on
mastering the technique and more emphasis on playing and
understanding the game.
Game sense focuses on four main game
categories, these include:
The game sense approach - sequence
The purpose of game sense is to play a game first and then skill development will occur
subsequently, after students have a greater understanding of the game itself.

(Mandigo, Butler and Hopper, 2007)

The strengths of game sense as a teaching approach
The Game Sense Approach is a holistic model which focuses on
the individuals' physical, social and intellectual skills.

Students
Maximising inclusion
develop an of all students and
appreciation for Student challenging different
game rules, skills centred levels of abilities in
and strategies the class
Students gain
valuable skills:
expressing
themselves &
interacting with
Flexibility: their peers
game can be
modified to suit
all individuals
needs

(Light, 2006)
 Why game sense?
Game sense provides students with the opportunity to learn skills
and techniques through modified games which then builds on skills
that have previously been learnt and these are put together, rather
than focussing purely on the skill for a game.

By building up skills, children are able to transfer their skills and

utilise them from one game to another.

Children learn these skills in a much more enjoyable and fun way,
whilst they gain a further understanding and appreciation of the
rules and games, and how they influence a game and strategies.
Game sense and the PDHPE Syllabus

Students will build upon skills outcomes and Knowledge & Understanding outcome outlined in
the PDHPE Syllabus for Stage 2 (Year 3-4):

Communicating (COM2.1) Students will be encouraged to participate in class discussions

about their involvement and experiences in the game.
Decision Making (DMS2.2)- Students will be provided with the opportunity to make their
own decisions regarding game play, and will learn how to make decisions within a group.
Interacting (INS2.3)- Students will be exposed to interactive activities where they will need
to demonstrate tolerance of students with ranging physical abilities and social interaction
skills.
Problem Solving (PSS2.5)- Students will be encouraged to use a range of problem solving
strategies during the game and after the game, during the questioning component. The
teacher will pose questions to the class, to trigger students to problem solve.
Games & Sports (GSS2.8)- Students will be able to identify how cooperation,
encouragement and teamwork in games leads to successful outcomes through team
interactions.

(PDHPE Syllabus, 2007)

 References
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical
Education, New Zealand, 39 (1), 8-19.

Mandigo, J. Butler, S. Hopper, T. (2007). What is teaching games for understanding?

A Canadian perspective. Physical and Health Education Journal, 73 (2), 14-
20.

Personal Development Health and Physical Education K-6 Syllabus. (2007). Board Of
Studies, 1-60.

Pill, Shane,B.Ed (P.E.) M.Ed F.A.C.H.P.E.R. (2011). Teacher engagement with teaching
games for understanding - game sense in physical education. Journal of
Physical Education and Sport, 11(2), 115-123.