Game Sense

(Teaching Games
for Understanding)

6RS Rationale:
The Importance of Using a Game Sense
Approach
Mr Nick Rigas
6R
The Background of the Game Sense
Approach
The Game Sense approach
became prominent in Australia
after Rod Thorpes visit trip to
Australia in 1996.

The Game Sense approach is
based on Thorpe and Bunkers
Teaching Games for
Understanding model (Pill,
2014).
Rod
Thorpe

What is the Game Sense
Approach?
The Game Sense approach is a student-centred approach which
concentrates on developing thinking through problem solving using
physical activity (Pill, 2014).
This approach allows students to gain a better understanding of the
game by thinking and analysing the tactics and techniques required
for success in the game (Light, 2006).
Rather than following traditional approaches which just emphasise
skill, game sense approach focuses on placing the students in
situations where problem solving and decision making are pivotal
for success in the game or sport (Light, 2006).
Therefore, this approach allows students to improve their own skills
and understandings of the game whilst also being physically
involved in the game!

Game Categories for the Game
Sense Approach
The Game Sense focuses on small-sided, modified games which
incorporate essential tactical structures. These games are categorised
into four areas:
Invasion Games: Scoring points by invading other teams territory
e.g. soccer, basketball.

Striking/Fielding Games: A competition between batting and fielding
teams e.g. cricket, softball.

Court and Net Games: The aim is to pass the object into the
oppositions side of the court so it cannot be returned e.g. tennis,
volleyball.

Target Games: Attempting to aim an object to hit a target in order to
have the best possible score e.g. golf, bowls.
Why are we teaching Game Sense?
Well, the traditional approaches of coaching place a large
emphasis on skill which produces skilled players but not
smart, tactical players which the Game Sense approach
also teaches.
In the Game Sense approach, games can be modified
which places an emphasis on students game awareness
and tactical understanding, but at the same time
develops students skill, technique and decision making
thus leading to higher quality players.
The games have tactical components or complications
which allows for questioning instead of direct instructions
(Mandigo et al., 2007).
Lastly, games are an important part of Physical Education
because they are enjoyable, life long activities and based
on sports which is highly valued in todays society!





The Benefits of Using this
Approach:
This approach encourages students to
understand the game first, thus increasing
their motivation and confidence to play!
It also makes the learning of skills and
strategies more meaningful as students are
frequently questioning their tactics and
decision making.
It also accommodates for students of all sizes,
ages, and skill levels.
It also allows students to express their own
ideas, socialise and interact with other peers,
and encourages them to use their problem-
solving skills.





Game Sense approach in
action:
Below is a brief example of how the Game Sense approach will be taught in a PE lesson:
1) The lesson will begin with a modified game which will present students with tactical
problems. For example, playing a 3 v 3 game where students must make a number of
consecutive passes without loosing possession, in a restricted playing area. This
encourages students to think about what they can do to maintain possession e.g.
accurate passing. The teacher will continually question students on this.
2) After working out that accurate passing is the way to go, students are encouraged to
think about or ask themselves How did they maintain possession? how did they
make those accurate passes?
3) This is where teaching the skill becomes relevant e.g. teaching students to use chest-
passes, overhead passes, looking who we are going to pass the ball too etc.
4) The cycle can be repeated, however as an advancement the teacher may add a
variation such as including a time rule in which students must not hold the ball for no
longer than 5 seconds. Teacher and students may then discuss how the time limit
affected the game.

What are some questions the teacher may ask students whilst playing modified games to
benefit students game understanding?
When did you pass the ball?
When did you not pass the ball?
Why did you pass the ball?
What did you do to make it easier to pass the ball to a team mate? etc.




Hrm
how did
I throw
that
good
pass?
References
Light, R. (2006) Game Sense: Innovation or just good coaching? Journal
of Physical Education New Zealand, 39 (1), 8-19.
Mandigo, J., Butler., & Hopper, T. (2007) What is teaching games for
understanding? A Canadian Perspective. Physical & Health
Education Journal, 73 (2), 14-20.
Pill, S. (2014). Teaching games for understanding. Australian Sports
Commission, 29 (2), Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding