Game Sense in Physical Education

1. GAME SENSE
WHAT IS GAME SENSE?
WHY IS IT IMPORTANT FOR STUDENTS IN
PRIMARY SCHOOL?
WHY SHOULD IT BE USED AS A TEACHING
APPROACH?
EXAMPLES OF A GAME SENSE APPROACH IN
PHYSICAL EDUCATION

2. What is Game Sense? (1)
o Game Sense is a variation approach to Physical Education that stems from
Teaching Games for Understanding (TGfU).
o Game Sense modifies games based on their category & design.
o By modifying & placing constraints on games, the game can be altered to fit a
range of abilities of the developmental stage and highlight the game
objectives in order to maximize participation.
o Game Sense does not emphasise skill development, but does emphasise the
rules, skills and strategies required to play games to increase the
appreciation of playing games in PE.
o Emphasis on the particular features of each game develops student’s
tactical awareness and skill application.
(Hopper, Butler & Storey, 2009, p.3-5)

3. What is Game Sense?(2)
o There are 4 general game categories. They are split up by the common
characteristics, fundamental movement skills, tactical skills or primary rules of
the game. They are:
 Invasion (Hockey, soccer, football, rugby)
 Net/Court/Wall (Volleyball, badminton, squash)
 Strike/Filed (Baseball, cricket, softball)
 Target (Golf, curling, archery)
LEARN MORE ABOUT THESE CATEGORIES: ACHPER NSW
Game Sense teaching sequence
Warm-up
Initial game
Question & Answer / Setting new challenge
Practice Task
Game Progression
Q&A (If necessary)
Read more on http://www.thephysicaleducator.com

4. What is Game Sense? (3)
o Game Sense aims for students to use their basic skills to feel
successful in playing the game, & then develop more complex skills to
engage in more complex games (Hopper, Butler & Storey, 2009, pp.5)
o The Game Sense approach positions the teacher as a guide instead of a
coach. - Effective phrasing of questions can help guide players.
o There is an emphasis on developing smart & not just skilled players.
o Emphasis on change. If the game does not work, CHANGE IT. Game Sense is
about learning & discovery and NOT just for the enjoyment & domination
of competent students (ACHPER NSW).

5. Why is Game Sense important for students?
o Game Sense builds confidence & promotes
team work in an environment where students
can feel safe & confident in their abilities.
o The Game Sense approach aims to improve the
basic fundamental movements that are relevant
to each developmental stage.
o Educators want students to feel that what they
are learning is meaningful to their lives. Game
Sense provides a context to make the learning
of skills & strategies meaningful by providing
students with the opportunity to make
calculated decisions, reflect on their learning &
have time to think critically & exchange ideas.
(Light, 2006, pp.9)

6. Why use Game Sense?
STRENGTHS OF GS
o Game Sense is learner-centred. This
means students don’t rely on
teachers to ‘coach’ skills.
o Maximizes student participation
(can be adjusted to reach all
abilities)
o Game Sense incorporates all 5
PDHPE skills (Moving, Interacting,
Problem Solving, Decision-Making,
Communicating)
o Students develop an in-depth
understanding of sport & PE.
o Students have FUN while playing
GAMES!
Links with the NSW PDHPE
Syllabus
o The Games & Sports strand aims
to develop students competence &
confidence in a broad range of games,
sports & physical activity.
o Stage 2 Games & Sports
Outcomes & Indicators:
GSS2.8 Uses equipment efficiently,
participate in a variety of modified
games & sports, co-operates with &
encourages teammates, practices &
refines movement skills, explains how
level of skill effects participation &
demonstrates fun & safe ways of
practicing skills.

7. Applying Game Sense
Teachers that use Game Sense start with simple games & gradually build on these
games by adding variations to make them more complex (Light, 2012)
Teachers will pause the activity to discuss & debrief so that the key learning
aspects of the game can be observed and understood. For example the
teacher may ask:
o Where were the best places to run & receive the ball?
o What made it difficult to receive the ball?
o How did you overcome these challenges? What did you do?
Unlike traditional teaching approaches to PE, Game Sense aims to develop smart
players, not just skilled players (Pill, 2012)

8. References
Hopper, T., Butler, J., Storey, B. (Eds.). (2009). TGfU…simply good pedagogy: Understanding
a complex challenge (pp. 1-268). Ottawa, ONT. PHE-Canada.
Light, R. (2006). Game Sense: Innovation or just good coaching?, Journal of Physical
Education New Zealand. 39(1), 8-19. Retrieved from
https://vuws.uws.edu.au/bbcswebdav/pid-1135013-dt-content-rid-
13607783_1/courses/101576_2014_2h/101576_2013_1h_ImportedContent_2012112704182
8/G%20SENSE%20INNOVATION%20OR%20GOOD%20COACHING%20LIGHT.pdf
Light, R. (2012). Games Sense:Pedagogy for Performance, Participation and Enjoyment.
Retrieved from http://www.ebib.com
NSW Board of Studies. (2007). Personal Development, Health and Physical Education K-6
Syllabus. Sydney, Australia.
Perry, K, A. (n.d.) Australian Council for Health, Physical Education and Recreation New
South Wales. Retrieved
fromhttp://www.achpernsw.com.au/SiteMedia/w3svc970/Uploads/Documents/ECT-
%20Games%20for%20Understanding%20Framework.pdf
Pill, S. (2012). Teaching Game Sense in Soccer. Journal of Physical Education & Dance,
83(3). 42-. Doi 10.1080/07303084.2012.10598746