Game Sense

Health and Physical

Education

A modern way of teaching games for understanding in HPE

Introduction
This presentation will outline the following:

 Description of Game Sense approach

 The features of game sense approach
 The strengths of game sense as a teaching approach
 PDHPE Rationale and syllabus - Content and Outcomes
 What is Game Sense Approach
 The Game Sense approach is a method that teachers use in Health and Physical Education (HPE),
where students play games and learn through games. Game sense is commonly known as Teaching
Games for Understanding (TGfU), and it attempts to enable students to appreciate the joys of playing
games that leads to a desire to learn new techniques, improving game performances and skills. Using
the TGfU method enables teachers to tap into the students inherent desires, allowing them to play
games and learn through game play (Evans, 2013).

 Bunker and Thorpe (1982) have developed the TGfU model, which enables a student -centred
approach, putting the needs and abilities of students first over the importance of the game. The TGfU
places learning within the context of modified games, employing questioning instead of direct
instructions, allowing students to critically reflect and think about the skills employed in the game and
learn through such experiences (Bunker & Thorpe, 1982)

 The TGfU approach advocates a thematic approach when teaching modified games, rather than
teaching sport-specific units, like volleyball or soccer, teaching through modified games allows
students to gain skills and knowledge through game play, allowing students to apply these skills into
different sports, or other modified games, such as target games, net and wall games, striking and
fielding games, and territory games (Hubball & Robertson, 2004; Light, 2013).
Features of TGfU
Teaching students games through a student-centred
environment, an approach where the teacher
becomes the facilitator, allows students to make
their own adaptations, in order to maximize the level
of challenge. The following steps are elements and
features of a TGfU approach: (Bunker & Thorpe,
1982)

 Activity Appreciation: trying out a version of the activity in a small-group

 Tactical Awareness: developing understanding of common elements of games and tactics needed
for success

 Decision-Making: learning and practicing making decisions in action, in response to different

situations

 Application of Skills: identifying and practicing the skills needed to improve play

 Performance: putting it all together, applying the skills, decision-making and tactics in game
situations
 Strengths of Game Sense
 Skills and strategies learned through one game can be used in other
modified games. While TGfU approach is based around student
learning and understanding, students express and voice their opinions
on relative skills they explore during the lesson. This allows students to
work collaboratively through resilience, and learn while having fun
(Dania & Zounhia, 2016).

 Playing modified games allows students to play, learn and emphasise on

specific motor skills through learning for understanding. Guided
discovery and inquiry learning is implemented into modified games,
allowing teachers to ask convergent and divergent questions, enabling
students to critically think about what they are leaning, and why they
need this skill (Light, 2013).

 Students are able to play a game before modifications are made, which
enhances the children's thinking, allowing them to think outside their
comfort zones, being creative and skilled, while working and
communication collaboratively in groups (Hubball & Robertson, 2004)
 Strengths of Game Sense Contd.
 The TGfU approach promotes communication amongst students, also with teachers, which

contrast to the monologue of instructional teaching methods in PE. This allows for inclusions of

all students and boosts their confidence and motivation, making them feel more involved with the

game play that leads onto learning. (Light, 2013)

 Research (Light, 2013) highlights the effectiveness of TGfU for engagement and cognitive

learning, and argues that higher order thinking occurs from questioning and discussion about

tactics and strategies, and also through the intelligent movements of the body during game play.

Cognitive development through decision-making and tactical exploration are combined with skill

development within modified games to provide meaningful contexts (Light, 2013).

 The strengths of teaching using game sense encourages a holistic approach, developing

students skills and abilities to communicate, through thinking, problem-solving, fostering for

diverse range of students and catering for different learning styles (Wang, & Ha, 2012)
 Rationale and Syllabus outcomes
 According to Board of Education, PDHPE Rationale (2007), HPE is one of important key learning areas within
the primary curriculum. Teaching HPE encourages an understanding of wellbeing and valuing others,
promoting physical activity and emphasizing decision making, leading to effective and responsible actions of
students. Additionally, learning HPE enhances physical, social, cognitive and emotional growth and
development patterns of students, maintaining positive interpersonal relationships, and influence personal
health choices (BOSTES, NSW, 2007) .

 Teaching PDHPE through a game sense approach entails the following PDHPE K-6 Syllabus (2007)
outcomes and skills:

 COS 3.3 – Communicates confidently in a variety of situations.

 DMS 3.2 - Makes informed decisions and accepts responsibility.
 INS 3.3 – Contribution of self and others in a range of cooperative ways
 MOS 3.4 – Understands and applies movement skills creatively and safely
 PSS 3.5 – Selects alternatives to problem solve and resolve problems
 GSS 3.8 - Applies movement skills in games sports that require communication, cooperation,
decision making and observation
 GDS 3.9 – Explains and Demonstrates strategies dealing with life changes
 IRS 3.11 – Maintains positive relationships with others
Reference List
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical

Education, 18(1), 5-8

Dania, A., & Zounhia, K. (2016). Effects of Teaching Games for Understanding on Quantitative and Qualitative

Indexes of Grade 3 Students' Game Performance. Research Quarterly for Exercise and

Sport, 87(1), 76-77.

Evans, J. (2013). Game Sense for Performance and Participation and Enjoyment. New York, NY, Routledge.
Hubball, H., & Robertson, S. (2004). Using Problem-based Learning to Enhance Team and Player

Development in Youth Soccer. Journal of Physical Education, Recreation & Dance,75(4), 38-43.

Light, R. (2013). The Joy of Learning: Emotion and Learning in Games through TGfU. Journal of Physical

Education New Zealand. 36 (1), 93-109.

New South Wales, Board of Studies (BOSTES). (2007). Personal Development, Health and Physical

Education K‐6 Syllabus. Sydney: Board of Studies.

Wang, L., & Ha, A. (2012). Factors influencing pre-service teachers' perception of teaching games for

understanding: A constructivist perspective. Sport, Education and Society, 17(2), 261-280