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Myriah Smith
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Game Sense Pedagogy

What is a Game Sense Pedagogy:
A Game Sense pedagogy is a student-centred, inquiry-based
approach (Pandey, & Zimitat, 2005) that challenges traditional definitions
of skill and focuses on developing thinking through problem solving
(Australian Sports Commission, 2013). A Game Sense pedagogy
challenges traditional methods by providing a non-linear framework
for teaching sport (den Duyn, 1996; Light, 2006; Light & Robert,
2010), and has certain characteristics and methods that develop
thinking and problem solving participants. A whole part whole
methodology is used where a lesson starts with a modified game, a
skill is broken down to be practiced, and then a game is played again.
Small sided games are used to maximise skill learning, and the ability
for higher participation amongst students (Pill, S. 2013, p.7). One of
the main instructional tools used in Game Sense is guided discovery
(Pill, S. 2013, p. 9) with enquiry questions are used to initiate active
reflection, and encourage students own thinking to solve problems,
and to facilitate what the teachers wants the students to learn from

the activity. Instead of using a traditional authoritarian approach and

instructing students, Game sense focuses on using games where
students have to problem solve, and use decision making skills, which
are stopped regularly for reflection. Teachers ask questions that will
facilitate learning in areas where it is needed depending on skill level
and ability, that will stimulate their own thinking and analysis on how
to play the game (Pill, S. 2013, p.9). Game Sense also uses shaping
play or modification of game constraints to produce game
intelligence (Pill, S. 2013, p.9). Modifications of the game can be used
to emphasize areas of play, to promote guided discovery.
Literature review of Game Sense Pedagogy and how it impacts
on student learning:
Georgakis & Light found that Game Sense pedagogies offers great
potential to make learning in and through games and sport more
meaningful, more satisfying and more educationally valuable than
traditional practice (2005, p. 261). His research into the area of Game
Sense and similar approaches in the Primary School found that even
Teachers who didnt have a sound knowledge of particular games or
sport could use this approach, and following the pedagogical
requirements could teach Sport and Games effectively. Georgakis &
Light particularly found that Female participants who had negative
experiences with Physical Education lessons in schools due to
competitiveness or exclusivity, had particularly successful results from

Game Sense approaches, due to the pedagogy favouring social

interaction, inclusivity, problem solving, and having ownership of
lessons (2005, p.261). Similar research has also found that Game
Sense approaches develop tactical awareness, ability to read the
game, decision making and a general sense of the game (Light &
Robert, 2010, p.1-2).
Horton, Nash and Sproule researched effective coaching and teaching,
and studied many elite coaches from Australia. Whilst there study
wasnt based on Game Sense approaches, the elite level coaches
pedagogy and strategies can be linked and compared to the Game
Sense approach. The Elite level coaches were found to believe that
athletes should contribute to their own learning and the role of the
coach/teacher was more of a facilitator of learning than a director.
They also found that coaches used strategies to incorporate game-like
authentic practice and opportunities to give their athletes a sense of
ownership over their training (2011, p.296).
Curry believes that not delivering quality Physical Education lessons
widens the gap between the value of Physical Education to other
areas of the curriculum. She argues that when this happens physical
Education is reduced to a tool for fighting obesity rather than
intellectual learning through movement (2011). Curry also states that
Australias need for quality pedagogy that can be incorporated with the

national curriculum should incorporate learning through movement in

PE, and that Game Sense will give this educational learning experience
(2011).
The prior research has found that the teaching of games and sport has
been found to have many positive developments including providing
more authentic PE experiences, inclusivity that can reach a varied skill
level, problem-solving techniques, and a more valuable educational PE
experience over traditional methods. Whilst even elite coaches use
Game Sense approaches, it is appropriate and effective for Australian
Primary Schools with the NSW Personal Development, Health and
Physical Education syllabus following a Game Sense Approach (Curry,
2011).
What is a Health Promoting School:
Health Promoting Schools are focused on all areas of schooling, and
use the World Health Organisations definition of health that
encompasses mental, emotional, physical, social and spiritual well
being. Health Promoting schools incorporate the school into the wider
community and is described by the QLD Government Health and
Education Sector, as a school that works in a way which demonstrates
a whole school commitment to improving and protecting the health
and well being of the school community (2005, p.2).

Health Promoting Schools focus on developing a sense of belonging

and decision making into building a healthy environment (Government
of South Australia, 1996). A health promoting school has 6 essential
aspects including healthy school policies, physical environment, social
environment, individual health skills and action competencies,
community links and health services (IUHPE, p.3), and revolve around
three essential aspects; teaching and learning, physical and social
school environment, and links to the community (QLD Govt, p.2).
How Game Sense can be Incorporated and linked to a Health
Promoting Schools Curriculum:
A Game centered model fits into the health promoting schools (HPS)
curriculum as whilst it is based upon improving game skills it also
develops a socio-cultural understanding of sport. Game sense models
teach the learner in, through and about the sport, creating a deeper
and more meaningful understanding for the students (pill, S, p.5) and
therefore fits into the Health Promoting schools focus of including a
schools physical and social environment, and linking this to the
community. Fox found that PE Experiences need to be positive in order
for children to continue participation into adulthood (FOX) and the
Australian Government Dept. of Health and Ageing supports this claim,
stating that one of the aims of quality HPSs is to recognise the vital
role of school as leaders in the promotion of PA and healthy eating
(Australian Govt., 2004, p.1). Game Sense approaches compliment

with these aims by providing an instructional models developed to

engage students in maintaining physical activity throughout their lives
(Siedentop, Hastie, & Van der Mars, 2011, p.1) and to cover more indepth content, than just traditional methods of focusing on technique,
rules and some tactics (Siedentop, Hastie, & van der Mars, 2011, p.14)
by requiring students to take on other roles that are essential for the
sport to occur such as coaching or scorekeeping. Because students are
required to take on roles relating to the sport that are also used in the
community, students are therefore able to understand the associated
roles in Sport, and can use this practice in the community. Roles in
Sport instill a sense of ownership in participants and can develop a
richer educational experience with Ennis stating that when highly
skilled students were placed in roles of coach, and lower skilled
participants given roles of responsibility, all students felt like
contributing members (ref). An Active School Policy can raise
awareness, set expectations, develop expertise, confidence and
attitudes that might produce a more active and healthier generation
(FOX). The use of Facilitated questions, reflective learning and guided
discovery raises this awareness, that can develop expertise in, through
and about Sport, in the expectation of a more active lifestyle.

How will Game Sense and its place in the Healthy Promoting
School Program influence a teaching and learning program in
Primary Schools:
This pedagogical tool and school program will influence a teachers
program, firstly by shaping the Teachers view on Physical Education
lessons and its importance in the School curriculum. The Teachers view
of teaching PE and Health will evolve to contain teaching in, through
and about Physical Education, and focus on three aspects;
teaching and learning, physical and social school environment, and
links to the community (QLD Govt, p.2), with an emphasis on teaching
for understanding (Kinchin & OSullivan, 2003). The first aspect of
teaching and learning influenced by the use of the Game Sense
Pedagogy and HPS concept is to develop self-efficacy in students the
belief that they can engage in physical activity competently (SEM, vii),
and therefore value and adopt a physically active lifestyle. The use of
this model will also develop social aspects such as teamwork and
support of each other, with the use of roles and team competitions.
Using this information a Teacher and School can make changes to a
Schools physical and social environment by creating health promoting
policies such as healthy school canteens, brain food breaks, and using
the schools physical environment by using resources and space for PE
lessons, creating school vegetable gardens, and adequate playgrounds
(IUHPE). Finally links to the community could be fostered, by including

positive communication from the school to parents. The school could

promote community-based opportunities for parents to learn about
healthy eating and exercise, develop relationships with local food
growers, and support of active community groups (Aust. Gov, YEAR).
First and foremost the Teachers positive attitude towards Health
Promoting Activities will be fostered using this pedagogy, and
development that stretches into the community is encouraged. Both
Game Sense and the HPS concept contain resources for teachers and
school, to encourage and assist in the development of Health
Promotion.

In Conclusion, this essay has found how a Game Sense Pedagogy fits
into the Health promoting School Concept. The Game Sense Pedagogy
has been found to facilitate learning in students that is more
meaningful and educationally valuable, and fits into an Active School
Policy which can raise awareness, set expectations, develop expertise,
confidence and attitudes that might produce a more active and
healthier generation (FOX). It has been found that students activity
levels may influence their activity as adults, and therefore Schools and
their Teaching is paramount importance in education students in,
through and about Sport Education. The Teachers and Schools
attitudes and policies towards health promotion using these
constructions can be used to positively influence and assist students.

Word Count: 1,654

Reference:
Light, R., & Roberts, J. (2010). The impact of game sense pedagogy on
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Pandey, P. & Zimitat, C. (2005) Student learning of anatomy, in Higher education
in a changing world, Proceedings of the 28th HERDSA Annual Conference,
Sydney, 3-6 July 2005: pp 365.
Australian Sports Commission. (2013). Teaching Games for
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http://www.ausport.gov.au/sportscoachmag/coaching_processes/teachi
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Light, R., & Fawns, R. (2003). Knowing the game: integrating speech
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University of Western Sydney. (2011). Using the Game Sense
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Horton, P., Nash, C. S., & Sproule, J. (2011). Excellence in coaching: the
art and skill of elite practitioners. Research Quarterly for Exercise and
Sport. 82(2), p. 229.

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