game sense

1. Welcome!
Important information for
Parents of Class 3L/Stage 2
The new trend - Game Sense
A Game Sense approach is being
increasingly used in our physical
education lessons. Read on to discover
what it is and its benefits for your
child’s development and learning

2. What is the Game Sense
approach? Established or newly created
minor games are modified to work
around the context of the players.
This is used to cater for the
diversity in physical abilities, age,
size and motivation that exists in
the class. These games reduce
emphasis on the demand to be
technical which allows the
students to concentrate on the
game and engage intellectually
and socially.
The game sense
approach to teaching
allows the student to
develop skills and
understanding whilst
playing modified games.
It is a student-centred, query-based
strategy that focuses on
the aspects of the game to make
it enjoyable and capable of
teaching students –the skills and
expertise displayed beforehand
are not of significant importance.
(Curry & Light, 2006)

3. This is a basic model
showing how Game
Sense is manifested
and integrated into our
physical education
lessons
Bunker & Thorpe (1982)

4. Game Sense allows for the development and enhancement of all the skill
outcomes set out in the syllabus. These skills are:
- COS2.1 Communicating: students will be able to communicate in a
variety of ways with and within groups
- DMS2.2 Decision Making: students will make decisions individually
and as a group
- INS2.3 Interacting: Game Sense will allow for positive contributions in
group activities
- MOS2.4 Moving: the student will display and apply quality movement
skills to a range of familiar and new games
- PSS2.5 Problem Solving: students will analyse situations that
encourage them to use problem-solving strategies

5. The Strengths of Game Sense for
teaching PE
Game Sense facilitates:
Greater verbal and non-verbal interactions occur between teachers
and students
Experimentation, decision-making, exploration, strategic thinking and
solving problems
Student and teacher reflection/discussion on understanding the game
and ways to improve play
The scaffolding and development of students knowledge and skills as
games become more complex
Reflection of experience to stimulate learning
(Curry & Light, 2006)

6. Characteristics of a teacher
following a Game Sense Approach
To apply Game Sense into games to the best of our ability, our teachers:
• manipulate the gaming environment
• act as a facilitators and mentors to the students queries and learning
• are creative in designing games that are capable of creating meaningful
learning experiences
• are able to activate deeper levels of thinking
• limit direct instruction to allow students to make their own decisions
• provide opportunities for collaboration, creation of strategies, tactics
and techniques
• (Light, 2006)

7. Types of games supporting
Game Sense
1. Invasion (territorial):
soccer, rugby, basketball
2. Striking: cricket, softball
3. Net/wall: volleyball,
tennis, squash
4. Target: golf, archery
(Light, 2006)
For example, in a game of volleyball, to aid
understanding, the teacher may include the
following rules:
- Underarm throw over the net to begin
- Catch the ball above the head.
- Pass with a two handed overhead throw to a
team member
- Do not allow players to move their feet once
they catch the ball
- Reduce the time allowed to hold the ball
before a pass is made

8. References:
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of
Physical Education, 10, 9-16.
Curry, C., & Light, R. (2006). Addressing the NSW quality teaching framework in physical education: Is
Game Sense the answer. Paper presented at the Asia Pacific Conference on Teaching Sport and Physical
Education for Understanding.
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New
Zealand, 39(1), 8.