GAME SENSE

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• Game sense is the approach where students are
able to concentrate on game-play and learning
through game-like situations (Light, 2004).
• Game sense lets students move away from
skills based learning and gives them the
opportunity to obtain those skills through
participating in game-play (Reid & Harvey,
2014).
• The Teaching Games for Understanding
(TGFU) model is an approach used for
teaching game-sense, moving away from
traditional teaching methods that only focus
on techniques based skills (Light, 2004).
• Fundamental Movement Skills are the building blocks of developing basic skills and tactics to
eventually transition into playing game based activities. It helps condition the body first through
informing, refining, simplifying, engaging and extending different movement skills to improve students
understanding and technical skills required within a game sense approach.
• Game sense allows students to think critically, steering away
from a teacher centred approach to learning which increases their
motivation and independence (Pill, 2014).
• Game sense helps students improve in their problem-solving and
decision making skills to conquer different challenges within
competitive game-play.
• Game sense helps students identify their skills and modify their
movements according to the game. Letting them adapt to the
transition and teaching them real life game-play.
• Game sense develops and enhances students skills in technical
and strategical expertise.
• Game sense allows students to interact with their peers and
increase their social skills.
• The Game Sense approach categorises team based games into
these four strategies (Light, 2006):

• Invasion (Territory) Games: Rugby, hockey, basketball and

football.

• Striking Games: Baseball, cricket and softball.

• Net/wall Games: Tennis, volleyball and badminton.

• Target Games: Archery and golf.

• The Game Sense Approach is also acknowledged throughout the curriculum.
• Stage 2 outcome:
GSS2.8 – Participates and uses equipment in a variety of games and modified sports.
• The 5 skills outcomes for students in Stage 2 are focussed on:
- Moving (MOS2.4): Students will apply their knowledge of movement through their conceptual understanding of the fundamental
movement skills and the rules for different games.
- Problem-solving (PSS2.5): Students will use their skills acquisition techniques to problem solve strategies and challenges they are
faced during the game and critically think about the teacher’s posed questions during and after gameplay.
- Communicating (COS2.1): Students are to communicate effectively throughout gameplay to enhance their skills within teamwork
collaboration. Students need to express their ideas and concerns through class discussions on gameplay and communicate their
understanding with different rules for different games.
- Interacting (INS2.3): Students will demonstrate quality interacting skills with their peers to enhance in cooperative gameplay and be a
valuable team member.
- Decision making (DMS2.2): Students will use their prior knowledge of skills and tactics to make appropriate decisions for gameplay
both individually and in groups.
(BOS, 2007)
• Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
• Light, R. (2004). Coaches' experiences of Game Sense: opportunities and
challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
• Light, R. (2006) Game Sense: innovation or just good coaching? Journal of
Physical Education New Zealand, 39(1), 8-19.
• Pill, S. (2014). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education And Society, 21(2), 279-297.
• Reid, P., & Harvey, S. (2014). We're delivering Game Sense … aren't we?.
Sports Coaching Review, 3(1), 80-92.