The term Game Sense was introduced by Charlesworth in 1994 in his
description of Designer Games. It is basically games that provide an
environment in which, tactical, technical, psychological, competitive skills can be nurtured optimally (Phill,2011, pg.5). Game sense is similar to TGFU(Teaching Games for Understanding), which is more purposefully directed toward educating the learner about the context in which technique is performed, whereas the traditional approach of teaching is more interested in the performance or the result of a technique (Stolz and Pill, 2014) Game sense has been recognised as effective in the teaching of games and sport in NSW Department of Education and Training and Tasmanian Schools Department of Education. It has also been recognised as a tactical approach in Queensland Curriculum Source Book sport modules (Phill, 2011,pg.4) Game Sense is also consistent with teaching for the Outcomes stated in Australian Curriculum documents, where there is an emphasis on developing student effective capacity and sport understanding (Phill, 2011,pg.5) Game Sense approach takes into consideration the best interest of the students. There is a motivation factor in teaching PE through game sense. When students were asked which approach they liked better in learning PE, their response was through games because they are fun (Austin,Hayes,& Miller,2004,pg.10) There is a consistent report that children in Australia are not performing to the expectation of educators in terms of proficiency or masters of fundamental motor skills. The problems associated with the lack of skill development may not be a result of poor co-ordication or lack of ability, it can be as a result of lack of exposure to range of learning environment (Austin,Hayes,& Miller,2004,pg.4). Game Sense approach provides that variation in environment so that students reach their highest potential. I personally prefer Game Sense approach to teaching PE because it is an approach that is correlated to the learning outcomes stated in NSW Syllabus. For example, through game sense approach a student in stage 3 will be able to refine and apply their movement skills creatively to variety of challenging situation (NSW syllabus,pg.24).Students may also be able to maintain and improve the quality of an active lifestyle through Game sense approach (NSW Syllabus,pg.26)
One of the benefit of Game Sense approach is that is it not very target oriented as it makes the student think about their strategies and movements. It is also a reflective approach where students can reflect on their past experience of a game and try to improve their motor or movement skill. It is also a preferable pedagogy because it is highly student centred and advocated team effort and co-operation with fellow students.
Bradley Austin., John Haynes., & Judith Miller. (2004). Using Game Sense Approach for Improving Fundamental Motor Skills. Australian Association for Research in Education, 1-19. New South Wales. Board of Studies. (1999). Personal development, health and physical education K-6: Syllabus. Sydney: Board of Studies. Shane Andrew Phill. (2011). Seizing the Moment: Can Game Sense Further Inform Sport Teaching in Australia. PhenEx Journal, 3(1), 1-15. Steven Stolz., & Shane Pill. (2014). Teaching Games and Sports for Understanding:Exploring and reconsidering its relevance in physical education.