Game sense approach

What is a Game Sense approach?

Unlike traditional approaches in PE, that emphasis on skill rather

than on aspects such as awareness and tactical understanding
and disregard the complexity of games and how individuals learn,
game sense approach:
 is a systematic coaching approach developed from the
Teaching Games for Understanding (TGfU) model (Light,
2006).
 is a new approach to teaching physical activity
 focuses on the play aspect of sport rather than the game itself
(Brookes, 2012)
 What is a Game Sense approach?

Game Sense approach PE lessons:

 Include inclusive modified games that focus on players performance in
movement ability, tactical and athletic competency
 Teach technique and technical skill development rather than game
understanding and appreciation
 Are ‘loosely constructed’ – modified rules to suit the students ability
and interest (Townsend, 2007)
 Teach games for understanding [TGfU] (Bunker & Thorpe, 1982),
learner-centred approach where the participants needs and abilities
are put first rather than the importance of the game itself (Mandigo et
al., 2008)
 Provide opportunity for learning and discovery of skills
Simply…
 Game sense approach requires a game to be played
followed by purposeful questioning by the teacher to
guide student understanding of game skill and
performance
 Game sense approach is a systematic progression of
teaching skills from simplest to most complex
 Game sense approach is about classifying games according
to structural similarities to allow for transfer of learning
of different skills from different games in the same
category
For e.g. students will use skills basketball such as
drippling and passing to play a more simple modified
game.
 Why use a Game Sense approach
in PE?
Some of the ample benefits of using a Game Sense approach include:
 students development of Fundamental Movement Skills
 students development of social skills, decision making and problem
solving (Hopper, Butler & Storey, 2009)
 student-centred approach – puts the needs of participants first
 focuses on the free play aspect of sport (Brookes, 2012)
 the loose structure increases the likelihood of participation, therefore,
resulting in more fun, social interaction , experience and learning
according to the constructivist approach (Light, 2004)
 Participants will not feel that they are not good at a game which will
increases the motivation of beginning learners as they develop specific
skills
Links to the Syllabus (Board of Studies, 2006)

Students work towards developing skills in

 Decision making – as they make informed decisions to reach the aim
of the game
 Interacting – as they work collaboratively with peers, following
rules of the game and help each other to reach common goal
 Communicating – as they express opinions, needs and wants as well
as responding to the rules using their skills
 Moving – as they work towards developing and demonstrating
mastery of Fundamental Movement Skills
 Problem Solving – as they gather data by developing questions and
finding ways to resolve problems using a range of strategies to find
an appropriate solution
Key considerations that will be taken
when teaching Game Sense in PE

 Inclusivity of all players despite level of skill

 Students will have the choice to make their own
rules and modify the game
 Free play and time to learn through discovery
 Allow time for discussion and enquiry questions
 References
Board of Studies. (2006). Personal Development, Health and Physical Education K- 6. Retrieved from:
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal-development- health-and-physical-
education-pdhpe
Brookes, L. (2012). How the game sense approach in physical education can develop cognitive thinking.
[Online] Sornerville House. Retrieved from http://www.somerville.qld.edu.au/sites/default/files/How
%20the%20Game%20Se nse%20Approach%20in%20Physical%20Education%20can%20Develop%20Congniti ve
%20Thinking_Leanne%20Brookes_0.pdf
Hopper, T., Butler, J., & Storey, B. (2009). TGfU…Simply good pedagogy: understanding a complex
challenge. PHE Canada: Ottawa
Light, R. (2004). Coaches’ experiences of Game Sense: Opportunities and Challenges. Physical Education
and Sport Pedagogy, 9(2), 115-131. Doi: 10.1080/1740898042000294949
Light, R. (2006). Game Sense: Innovation or just good coaching. Journal of Physical Education, 39(1), 8-19
Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children’s motivational experiences following
autonomy-supportive games lessons. European Physical Education Review, 14(3), 407-425
Townsend, G. (2007). Game Sense. Well Read Bookshop: Newcastle