Game Sense

Approaches in
Primary Teaching
By Miss Alsalti
What is Game Sense Approach?
In the past, students were unable to confidently participate in sport games due
to lack of skills and confidence.
In the 1980s, Thorpe and Bunker came up with a humanistic approach to
physical education called the Teaching Games for Understanding (TGFU)
approach.
The aim of this approach was for games to be taught in intervals, which allows
students to reflect on their skills and participation (Pill, 2010)
The approach involved the use of questioning to stimulate students to think and
understand the game instead of using coaching approaches (Curriculum
Support, 2013)
It fosters the development of physical education through game centered
activities that enhance skill development, problem solving and game
performance (Hopper, Butler, and Storey, 2009)
Categories of Game Sense Approach
In order to use game sense approach, we need to distinguish the game categorises
and understand the structures, principles of the games and the skill execution to be
learned, transferred and mastered (Hopper, Butler and Storey (2009)
The different Categories include:
Invasion: to score or prevent the other team from scoring by invading their defending
area. Eg Soccer
Target: to hit/throw an object so it can make contact with a specific target. Eg Bowling
Striking/Fielding: to bit the ball away from fielders to make a run before the fielding
team gets the striker out. Eg T-ball
Net/Wall: Players score by hitting an object into a court space so the opponents
cannot hit it back. Eg Tennis

The Game Sense Model
Step 1
Game
Form
Step 2
Tactical
Awareness
Step 3
Skill
Execution
The Model
Game Form
Is the representation or exaggeration of a game. This involves modifying a
game so students practice the basic skills of the game
Tactical Awareness
This involves changing the game rules of the modified game so students can
think about what to do when applying the skill into the actual game.
Skill execution
This involves the formal teaching of the skill required for the game. Once
students achieved how to do the skill, they are ready to proceed to the game.
Strengths of TGFU
Applying the Fundamental movement skills (FMS): TGFU allows the teaching
of varies FMS into place. There are many opportunities for skills to be taught,
practiced and encouraged in a variety of ways.
Promotes interpersonal relationships with other peers: TGFU allows students
to interact with other class mates to achieve a goal. This includes team work
to win the game and it also allows students to help others develop a skill.
Physical, social, cognitive and emotional growth and development: Students
achieve problem solving skills that is applied to challenge students to apply
the skills they learnt into the game. Students begin to feel self-confidence
and self-acceptance once they master a new skill, resulting in confidence to
play the game.
Applying TGFU to Teaching PE
Easier teaching approach: Teach is able to observe the different skills ranged
across students and see what needs to be improved
Teacher focuses on the students rather than the game: attention is on how
students are performing the skills rather than setting up rules of the game.
Places the PDHPE skills in action: Through TGFU students have the
opportunity to question and apply the game skills to the game.
Provides a meaningful context at a stage appropriate level. Games can be
adapted to certain age groups so that the essential skills are mastered
throughout the game



How Does it relate to the Syllabus?
TGFU has been applied to the k-6 PDHPE syllabus as part of the Games and
Sports content throughout all stages. The following content is related to stage
2 (years 3 and 4)
GSS2.8 Participates and uses equipment in a variety of games and modified
sports: this includes demonstrating and practicing movement skills in a
variety of ways such as using new equipment and playing new sports.
In 3/4N, this term we will be focusing on Games and Sports. The type of
skills that will be learnt will apply to various games such as softball, netball
and soccer. The skills we will focus on will be passing the ball different ways
such as chest passing, under arm throwing and dribbling the ball with our
feet.
Reference

Ausport.gov.au,. (2014). Sports Coach :: Teaching games for understanding. Retrieved 13 October
2014, from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understa
nding
Curriculum support,. (2014). Games sense approach to practical lessons. Retrieved 13 October
2014, from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
Hopper, T., Butler, J., & Storey, B. (2009). TGfU--simply good pedagogy (1st ed.). [Ottawa, Ont.?]:
PHE Canada.
Introduction: the Games approach to coaching. (2014). Journal Of Physical Education New
Zealand,39(1), 5-7.
K6.boardofstudies.nsw.edu.au,. (2014). Retrieved 13 October 2014, from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES