Jessica Wilkinson 17549442

Game Sense Approach

Class 6W with Mrs. Wilkinson
 What is Game
Sense?
 Game sense is an approach to coaching and teaching which
utilizes modified games simultaneously with the use of
questioning as a way to make it more player centered. To do
this effectively the game sense approach uses these
questioning techniques rather then instructing the players on
what they need to do which results in an effective shift from
the coaching from the coach to the players (Light, 2013).
 The game sense approach in whole has a more relaxed
approach to PE experiences then your standard approach and it
works towards the use of games for the focal point of the
lesson.
 The game sense approach is easily modified to suit the students
needs as throughout the game if the students skills are
adequate enough to progress then the modified games
complexity and skill demands is increased. This inevitably
permits the students to learn skills and techniques through the
games contexts instead of practiced or within for the games
contexts (Light, 2013).
 If the students need assistance and are emerging in these skills
whether it be one, two or more students, technical coaching
outside of the game can be given and then students can
transition back to the game without stopping it.
Fundamental Movement Skills
Basic movement skills such as running, jumping and throwing are crucial in
children's development. If a child lacks those specific skills they become more
prone to suffering with exercise and obesity issues later on in life (NSW DET
2000). To be able to better fulfill these skills in children the fundamental
movement skills are crucial to adhere to. Teaching these skills are crucial
because students do not pick these up naturally through their growth and,
development (NSW DET 2000).

(The 12 fundamental movement skills, 2013)

WHAT FUNDAMENTALMOVEMENT SKILLS ARE
6W FOCUSING ON IN CLASS?
6W are building up on previous skills with an emphasis on the fine tuning components and
are also demonstrating proficiency in year 6 fundamental movement skills by reaching the
benchmark.
PREVIOUSLY DEVELOPED SKILLS CURRENTLY DEMONSTRATING
PROFICIENCY
Static Balance Leap
Sprint Run Kick
Vertical Jump Two-hand strike
Catch Dodge
Hop
Side Gallop
Skip
Overarm Throw
(DEC,2000)
GAME SENSE APPROACH - GAME CATEGORIES

In the game sense approach it categorizes games into four categories based on the
physical elements and fundamental skills require (Light, 2013)

These Categories are:

Striking Games: Softball, cricket
Invasion Games: Basketball, Netball, Soccer, Football
Target Games: Lawn Balls, Archery, Darts, Golf
Net/Wall games: Tennis, Volleyball, Squash
(Webb, Pearson & Forrest, 2006)
Game Sense: Strengths
as a teaching approach
 There are many beneficial points in relation to
implementing game sense into the PE experience of
students as it permits students to be able to focus on the
game rather then the technique.
 These positive experiences provide the students with an
opportunity to make better decisions throughout the
game and become more tactically aware.
 This results in the students being more tactically aware
to make better decisions and they are also building skills
with a fun context instead of experiences of isolation
(Light, 2013).
 Game sense provides students with the opportunities to
have fun, develop realistic context skills and to think
strategically ahead about game concepts.
 Essentially by students being able to focus on the game
they are aided with opportunities to form a greater
understanding of the game.
Overall in class 6W the class has a lot of mixed
abilities and by using this approach it permits me to
modify my lessons to meet the needs of all of the
students In my class to make their PE experiences
more beneficial. This approach also permits me to
make all my games inclusive so it assists them in
their social considerations especially since they are
approaching high school, as this will assist them to
adapting to different situations. Finally overall the
lessons become more enjoyable, engaging and allows
them to utilize prior knowledge to continue to build
on skills in sport and in many different situations in
life.
Sum up Game Sense’s strengths and why I
implement it in my classroom
Game sense as a whole is a very beneficial teaching approach for the students of 6W as it promotes;

Coaching for human • Positively impacts students experiences in sports as it provides them with the
opportunity to form a positive attitude towards their social, moral, physical and

growth personal development and growth through their learning opportunities.

• Uses modified games to suit the social, emotional and developmental needs of the
Inclusion and social players.
• Fosters social interaction experiences through the game and discussions about
interaction strategy and techniques

• Promotes positive states of fun which promotes motivation for young people to
Enjoyment and motivation participate in sport

Creating independent • It promotes quick thinking and promotes self reliance

players

Light, 2013
 Game Sense Approach and its
link to the PD/H/PE Syllabus
PD3-4: Adapts movement skills in a variety of physical activity contexts
 Vary locomotor movement patterns to cater for variations in movement, e.g. sprinting, distance
running, sidestepping, dodging and defensive/offensive game skills M
 adapt movement techniques to cater for the use of different equipment and physical activities
or games settings, e.g. accuracy, force, speed, distance, direction and control M

PD3-5: Proposes, applies and assesses solutions to movement challenges

 Assess and refine strategies to persist and successfully perform new and challenging
movement skills and sequences S M
 demonstrate defensive and offensive play in modified games M

PD3-8: Creates and participates in physical activities to promote healthy and active lifestyles
 examine the benefits of physical activity to social health and mental wellbeing S

PD3-10: Selects and uses interpersonal skills to interact respectfully with others to promote inclusion
and build connections
 demonstrate skills and strategies to establish new relationships, e.g. set boundaries, effective
communication, share power, display empathy S I
 understand and perform different roles and responsibilities in physical activities that promote
enjoyment, safety and/or positive outcomes for participants I M
 observe and explain how individual strengths and teamwork contribute to achieving success
in physical activities S I M

PD3-11: Selects, manipulates and modifies movement skills and concepts to effectively create and
perform movement sequences
 Vary locomotor movement patterns to cater for variations in movement, e.g. sprinting, distance
running, sidestepping, dodging and defensive/offensive game skills M
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