Ashleigh Sutherland - 17194105

The Game Sense approach for teaching was adapted from the Teaching Games for
Understanding (TGfU) model developed by Bunker and Thorpe, during the 1990s (Light,
Curry & Mooney, 2014).

The Game Sense approach is a teaching and learning strategy for physical education
that involves designing a game or sequence of games to develop skills in problem
solving, strategic thinking and tactical awareness (Pearson, Towns, Webb & Rowland,
2004).
Three core principles of game sense

Modified Individual and Opportunities

games that collaborative to formulate,
suit the dialogue and test and
developmental, reflection evaluate
emotional and through solutions in a
social needs of questioning game context
players (Light, Curry & Mooney, 2014)
● A key aspect of the Game Sense approach is the way in which modified games
are used to suit the individual needs and abilities of players, their interests and
the expected learning outcomes

● Modifications are made in terms of the number of players per side, the number of balls
used, the size and shape of the playing area and changes to the rules to encourage
particular learning outcomes (Pill, 2014)

● Games progressively move from simple to more complex games, increasing not only in
tactical complexity but also in skills required to play the game (Light, Curry & Mooney, 2014)

● The fundamental movement skills such as balance, locomotor and ball skills that students
are required to learn aren’t taught in isolation like traditional methods but are learnt in
and through modified games giving them relevance and meaning (Light, 2012)

● Technique is thus developed within authentic game situations where students can transfer
their knowledge and understanding across different game categories (Forest, Webb &
Pearson, 2006).
A key feature of the game sense approach is guided discussion and
reflection about strategy, tactics and techniques (Light, 2012)
● Guided discovery and inquiry ● Development and
learning through questioning enhancement of knowledge
initiated by the teacher (Phil, and skills as the complexity of
the game is increased
● Students regularly stop Questioning
during game activities to ● Development of higher order
reflect through group thinking associated with
discussion (Light, Curry & leads tactical and strategies
Mooney thinking and problem solving
to
● Strength based questioning ● Open dialogue leads to the
to develop students thinking construction of new
and engage them knowledge and understanding
intellectually

(Light, Curry & Mooney, 2014)

In the Game Sense approach students are given the opportunity to
formulate strategies and tactics that they can test in the game

● Students explore different strategies across games, discuss

their effectiveness, and evaluate their results to build on
their previous knowledge (Pill, 2014)

● Students can easily apply their knowledge and

understanding of tried and proven strategies across
other game categories
- For example, students might suggest a drop shot
in tennis, a tactical move to challenge the opponent.
This skill can be transferred to other sports including volleyball and badminton

● This transfer of skills assists in enhancing knowledge integration where students make
connections with their previous understanding, which can be applied in school and
beyond the classroom (Phil, Curry & Mooney, 2014)
 The Game Sense approach for teaching applies student-centred learning at the
forefront. The teacher steps out of the traditional instructor role and adopts a
facilitator role to guide students learning, maximising student participation.

The Game Sense approach stands out as an effective pedagogical approach as it

emphasises the importance of social interaction and connection with players,
achievement through progressively improving upon skills, and self-direction as
students are provided with opportunities to make choices related to strategies and
tactics.

By providing students with authentic, engaging and stimulating physical education

opportunities through the game sense approach, the possibility of boredom and
humiliation is reduced as students engage in developing the fundamental
movement skills through ongoing game based play where students are continuously
active.
Student’s develop a positive attitude toward their lifelong physical,
social and emotional health and wellbeing
By utilising the game sense approach, teachers can ensure students are achieving the outcomes of the PDHPE
syllabus while providing quality learning experiences that meet the requirements of the NSW Quality Teaching
Framework (Light, Curry & Mooney, 2014). The Game Sense approach is linked with the PDHPE across multiple
stages, addressing a large number of syllabus objectives and outcomes including:

KNOWLEDGE AND SKILLS VALUES AND

UNDERSTANDING
demonstrate an
understanding of movement
skills, concepts and
strategies to respond
confidently, competently
and creatively in a variety of
physical activity contexts
ATTITUDES
develop interpersonal skills that enable
them to interact effectively and value and appreciate
respectfully with others, build and influences on personal
maintain respectful relationships and health practices and
advocate for their own and others’ demonstrate a
health, safety, wellbeing and commitment to lead and
participation in physical activity promote healthy, safe and
active lives for themselves,
move with confidence, competence and others and communities.
creativity within and across various
physical activity contexts.

(NSW Education Standards Authority,

2018)
Forrest, G. Webb, P. & Pearson, P. (2006). Teaching Games for Understanding (TGfU): A model for pre-service
teachers. Conference proceedings for ICHPER 1st Oceania Congress, Wellington, New Zealand, 1-4
October available at www.penz.org/i/memo_022406.pdf.
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. Doi:
10.1080/18377122.2014.868291
Light, R. (2012). Game Sense: Pedagogy for performance, participation and enjoyment. Doi: 10.4324/9780203114643
NSW Education Standards Authority. (2018). Personal development, health and physical education K-10 syllabus.
Sydney: Author
Pearson, P. J., Towns, J., Webb, P. I. & Rowland, G. S. (2004). Game sense online - utilising the web for the
professional development of physical and health education teachers. In R. Light, K. Swaby & R. Brooker
(Eds.), Proceedings of the 2nd international conference: Teaching Sport and Physical Education for
Understanding (pp. 62-70). Melbourne: University of Melbourne
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society, 21(2), 279-297. Doi: 10.1080/13573322.2014.912624