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 What is Game Sense?

A GS pedagogical approach comprisessmall sided designer games

modification of games.emphasis on tactical or motor skill
learning.guided discovery and inquiry learning..game first rather than
practice first lesson.(Pill, 2016, p.282).

Game sense is an approach to coaching In PE lessons. Players are

encouraged to develop skills to be tactically aware and make better
decisions in a fun and engaging activity.(Light, 2013, p.i).
 Rationale

Students learn skills in context and develop tactics and a sense of what the game is about.
Learners learn about playing the game or sport rather than just learning the skill in isolation.
The game sense approach is a student-centred pedagogy where students learn tactics and skill.
Fundamental movement skills have relevance and meaning where they can be learned in context of the game.
Game sense is inclusive as it uses modified games designed to suit the developmental, emotional and social
needs of students.
Encourages team work as it fosters interaction between students talking about strategy, tactics and technique.
The fun and enjoyment that students experience from learning to play a sport through game sense.
Sense of achievement and self worth as part of a team.
Collective approach to problem solving and team work decision making.
Encourages students to make on-the-spot decision making independent of the teacher when playing a game.
(Light, 2013).
 Game Sense as a Teaching Approach

Game sense is game-based, indirect teaching and student centred.

Need to design a supportive learning environment to suit the outcomes for the lesson.
Game sense encourages whole class dialogue and team talks during small-sided games.
The learning of skills occurs within the game.
Game sense gives meaning to skills and how to apply it in the moment of the game.
Game sense can start with a simple game with the stress on the technique reduced to engage
all students at an early stage.
Designing a game or a sequence of games to achieve a particular outcome.
Asking questions to stimulate thinking, reflecting, encouraging group discussions to think of
ideas and how to perform them in the game.
Assessing skills and strategies learned during the game.(Light,2013)
 Links to K-6 PDHPE Syllabus
Skills:
1. Communicating: Students being able to express needs, wants, feelings,
ideas and opinions; listen attentively, use negotiation, conflict
resolution and assertiveness skills effectively in a range of situations.
2. Decision making: Students making informed decisions; selecting and
adopting safe practices, accepting responsibility for decisions; making
collective decisions for the common good.
3. Interacting: Students working cooperatively as a group member;
developing and maintaining friendships; offering assistance and
encouragement to others.
4. Moving: Students move in response to stimuli; participate regularly in a
range of games and sports; demonstrate mastery of fundamental
movement skills such as throwing, catching, kicking, jumping
and running; create and perform sequences of movement.
5. Problem Solving: Students observe, question and research; generate
alternative ways of resolving problems; use a range of problem solving
strategies; selecting the most appropriate solution; carrying out a plan
and reflecting on the results. (K-6 PDHPE Syllabus, 2007, p.11).
Implications for Teaching and Learning
Safety and Physical Activity:
The Syllabus promotes safe participation in physical activity.
Children should be exposed to a developmentally appropriate sequence of
learning experiences.
Warm up and warm down routines to be taught in every lesson.
The learning environment needs to promote safety.

Development of Knowledge and Skills within PDHPE:

Opportunity to practise the skills of communicating, interacting, decision
making, problem solving and moving.

Movement Skills:
Emphasis on the development of fundamental skills.
Introducing the concept of the skill through demonstration and explanation.
Followed by practice and feed back in a controlled environment.
Opportunity for students to reproduce the skill and master it.
Opportunity to learn skills in an environment that is predictable and modified
to suit their level of development.
Provision of clear feed back.
Opportunity to apply skills in games. (K-6 PDHPE Syllabus, 2007, p.48).
 References

Board of Studies. (2007). Personal Development, Health and Physical

Education K-6 Syllabus. Sydney: NSW Board of Studies.
Light, R.(2013). Game Sense. Pedagogy for performance, participation
and enjoyment. New York: Routledge, 37-47.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education and Society. 21, 279-297.