What is Game Sense?

Game sense is a new and exciting teaching practice in

PDHPE. Game sense is a student- centred approach
where the major focus of physical education is on the
game itself. This places the emphasis on the students
and their ability to collaborate with each other and
modify rules as they go (Light, 2012).
Game sense encourages the students to have fun
whilst participating in physical activity and enables them
to develop a deeper level of understanding and
increase tactical skills whilst playing the game (Towns,
2007).
 Game sense requires teachers to have confidence in
their students abilities and allow them to make decisions
and to modify games how they see fit (Townsend, 2007).
The teachers role is to be there to guide the students if
they need and to be a source of encouragement and
motivation.

Game sense provides opportunities for students to think

strategically about the game as a whole (Light, 2012).
This enables students to become better decision makers
throughout the game, whilst developing their gross motor
skills in a realistic and fun environment.
Bunker and Thorpe (1982) developed this earlier pedagogical model, which evolved
into Game Sense as we know it today. Game Sense begins with the student or player
and their understanding of how the game works. It then follows on to the student
being aware of the game and provides them with the ability to use decision making
skills to adapt the game to suit their needs. This decision making process is a clear
example that students obtain an understanding of the game in order to be able to
modify the game. It then finishes with skills and performance.
Traditional sporting pedagogies, began with students learning and mastering the skills
required to be able to begin to play the game. Bunker and Thorpes (1982) model is a
clear representation that game sense is student- centred and inclusive to all skill levels
and abilities.
Rational: Why Teach Game Sense?
We teach Game Sense education in PDHPE because it facilitates learning
in a positive environment.
Game Sense encourages team work between classmates and is an
inclusive teaching pedagogy. It promotes student participation and
collaboration.
The Game Sense approach assists in developing self-esteem and self-
confidence.
Students are able to modify the game to meet their needs. As their skills
increase, the game is able to become less difficult or more challenging.
The focus is on the game, not the skills required, which enables students to
have more fun.
Students develop Fundamental Movement Skills as they are immersed in
the game.
Rationale Continued...
Game Sense is a teaching pedagogy which is student-centred. It allows students to
learn and develop gross motor skills whilst extending social skills, team work and
collaboration skills. Teacher s will support positive interactions amongst the
students, and be there to motivate and guide them as they participate in the
game. Game Sense also provides students to opportunities to learn the tactical
elements of the game or sport, rather than just being good players. This is
achieved by the teacher explaining basic rules to the students, then letting them
work out how the game is played and ways to increase skill effectiveness. This is due
to the increase in the students understanding of the game as a whole.
It is important that students focus on the game, rather than the skills needed to
participate, as it provides a fun and energetic learning space. It is the teachers role
to encourage the students and choose games that they think the students would like
or even get the students involved in the choosing of the game. This positive
environment enhances the likelihood of the students enjoyment of physical activity
which increases levels of participation. This is achieved by supportive and
encouraging teacher pedagogies which are at the forefront of Game Sense teaching
practices. The Game Sense teaching practice enables all students to become
involved at one time, so therefore, all students are active and participating as a
group. Game Sense pedagogy increases the students self- esteem, self- confidence
and enjoyment of physical activity which will increase the students likelihood to
develop healthy and active lifestyles.
 Syllabus Content:

Game Sense teaching pedagogy, relates closely to the NSW Board of Studies
Syllabus (2007). This is evident in the Syllabus Content. Game Sense relates to the
Skills Content. These include Moving, Problem Solving, Interacting and Decision
Making.
It also links to the Strands and Outcomes:

Games and Sports (GSS1.8)

Performs fundamental movement skills with equipment in minor games.

Active Lifestyle (ALS1.6)

Participates in physical activity recognising that it can be both enjoyable and important
for health.

Interpersonal Relationships (IRS1.11).

Identifies the ways in which they communicate, cooperate and care for others.
 Reference List

Board of Studies NSW. (2006). Creative arts K-6 syllabus. Sydney,

Australia: Board of Studies New South Wales.

Bunker, D., & Thorpe, R. (Eds.). (1982). Reflecting on the teaching

of games. Bulletin of Physical Education Special Edition, 18(1).

http://www.activehealth.uow.edu.au/gamesense/index.html

http://www.rfu.com/takingpart/coach/coachresourcearchive/technic
aljournalarchive/~/media/files/2009/coaching/articles/technicaljour
nal/2007/2ndquarter/gtownsendgame20sense20article.ashx

https://www.sportingschools.gov.au/resources-and-
pd/...for.../game-sense-approach

Light, R. (2012). Game sense: Pedagogy for performance,

participation and enjoyment. Routledge.