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Game Sense Approach

What is Game sense?
• Systematic teaching approach based on the Teaching Games for
Understanding Model (TGFU) (Light, 2006 p.9).
• Coach guides students through problem solving, by encouraging students
to communicate about the technical and tactical aspect of the game
(Light, 2006 p.9).
• Coach divides the game into a set of mini challenges, and as students
meet the challenges of one game, the coach then presents the next game
(Hopper, Butler & Storey, 2009 p. 4).
• This allows students to work on their Fundamental Movement Skills and
meet the requirements for it before moving on to a different skill.
Fundamental Movement Skills
• Fundamental movement skills are the building blocks for movement.
• Its divided into three categories:
1. locomotor skills
2. non-locomotor skills
3. manipulative skills
• These are skills that children need to participate successfully in each
(NSW, DET, 2000 p.11).
Rational and Discussion
Game sense is a student-centred teaching approach, where students are
engaged in high activity and challenging levels disguised within fun (Pill,
2014). The PDHP syllabus promotes feelings of self-confidence and self-
acceptance that should be achieved by each student (BOS, NSW, 2007).
This is achieved in the game sense approach, where all students have the
chance to participate equally and fully in each game (Hopper et al., 2009).
The games are divided into a series of mini challenges and activities. This
allows all students to reach the proper level before moving on to a different
activity (Hopper et al., 2009).
Moreover, the Game Sense approach also helps teachers that are not fully
confident in their teachings of a specific game. This allows the teachers and
students to learn together to achieve the required outcomes.
Rational and Discussion
As a result, I believe that the Game sense approach is the way to move
forward. It is not only beneficial for the students, but also for the teachers
Links to PDHPE Syllabus
Board of Studies NSW. (2007).
Personal Development, Health and
Physical Education K-6 Syllabus.
Hopper, T., Butler, J., & Storey, B.
(2009). TGfU...simply good pedagogy:
Understanding a complex challenge.
Ottawa, Canada: PHE Canada.
Light, R. (2006). Game Sense:
Innovation or just good
coaching? Journal of Physical
Education New Zealand, 39(1), 8-19.
New South Wales. Department of
Education and Training. (2000). Get
skilled, get active. Ryde, N.S.W.: A K-6
resource to support the teaching of
fundamental movement skills.
Pill, S. (2014). An appreciative inquiry
exploring game sense teaching in
physical education. Sport, Education
and Society, 21(2), 279-297.