GAME SENSE APPROACH

FOR 5G

Zoya Gani
 What is Game Sense?
 In physical education, Game sense is usually used
to teach students how to play a game, teaching them the required
skills. (Light, 2013)
 In game sense approach, instead of being a director the coach is a
facilitator whose focus is on enhancing students learning (Evans, Harvey
Hassanin & Light, 2014)
 In game sense, players learn how to search and
choose appropriate information, communicate, solve
problems and explore solutions (Pill, 2017)
 Game sense approach usually consists of small
games, which hold the
concept of actual games (for example basket ball),
teaching students the
required skills for the actual game (Curry, 2011)
 Why Game Sense?

 Game sense is fun

 It involves playing, which
students love
 It prompts students to think on
the spot
 Its based on communication,
therefore enhances students
communication skills.
 It enhances students decision making skills.
 It is inclusive. Game sense is for students of all age
and different abilities
 It is player centered, therefore students take the lead
in their learning.
 Game Sense categories

1. Target: golf, curling, archery, darts, bocce, etc. Simple

2. Striking (or Fielding): baseball, cricket, softball,
rounders, etc.
3. Net and Wall: volleyball, badminton, squash, etc.
4. Invasion (or Territory): hockey, soccer, football,
rugby, etc.
Categorising games is important for students as they
will be taught from simple to complex. Such activities
This will not only build onto their foundation but
provides for transfer of learning to take place among
games in similar categories (Lecture 2).
Complex
 Example: Invasion game
 An invasion game requires
students to score goals while
protecting their own goal at
the game time.
 Students are divided into 2
equal groups and are
expected to communicate and
pass the ball to each other.
 The game will continue to be modified as the soft
ball can be changed to a soccer ball and finally be
modified into soccer which requires all the skills
taught in the game.
 Skills involved: passing, running, dodging, defending,
receiving and tactical skills.
Advantages of Game Sense

 The game is student centered therefore, students

to take responsibility of their own learning
 Game sense improves and builds on students
social, communication, decision making and
problem solving skills.
 Game sense is inclusive as it provides for
different types of learners
 It will develop and strength students fundamental
movement skills.
 Game sense also increases students engagement
and attitude towards sport.
 Fundamental movement skills
 The 12 fundamental  Static balance
movement skills is  Vertical jump
considered to be the  Sprint run
foundation for movement  Catch
 It is important as it  Hop
contributed to children's  Leap
physical development.  Side gallop
 If children do not learn  Kick
these basic skills they will  Skip
have trouble forming  Two hand strike
complex movements as  Overarm throw
they get older (Pill,  Dodge
2015) NSW Department of Education and
Training, 2000
 Rational
As the teacher of class 5G, I will be integrating game sense into my physical
education. Game sense is simply a modified sport that engages students.
Throughout the year my students will play these modified short games to build
on their skills and understand games tactics.
Game sense will not only focus on my students physical skills but also their
social and intellectual skills. Students will be encouraged to communicate with
each other as well as take decisions on their own. This approach is purely
student centered therefore encouraging students to become independent
learners (NESA, 2012). Furthermore, inquiry based learning will take place as
students will be given the opportunity to question themselves as to why they
took a specific step. Reflection will also be included so I can get an idea of
whether my students enjoyed and was able to learn something new. Students
will also be encouraged to ask me questions about the game.
Lastly, the 12 fundamental movement skills will be thoroughly incorporated into
the game sense approach.
Links to outcomes
 Communicating: COS3.3- Communicates confidently in a
variety of situations.
 Decision Making: DMS3.2- Makes informed decisions and
accepts responsibility for consequences.
 Interacting: INS3.3- Acts in ways that enhance the
contribution of self and others in a range of cooperative
situations.
 Problem Solving: PSS3.5 Suggests, considers and selects
appropriate alternatives when resolving problems.
 Games and Sports: GSS3.8- Applies movement skills in
games and sports that require communication, cooperation,
decision making and observation of rules. (NESA, 2007)
 Reference List
 Breed, R., & Spittle, M. (2011). Developing game sense through tactical learning. Cambridge: Cambridge
University Press.
 Curry, C. (2011). Using the Game Sense Approach to Deliver Quality Teaching in Physical Education.
Retrieved from: http:// learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-
deliver-quality-teaching-in-physical-education/
 Curry, C. (2018). Using the Game Sense approach to deliver Quality Teaching in Physical Education.
Retrieved from https://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-
deliver-quality-teaching-in-physical-education/
 Differentiated programming. (2012). Retrieved from https://syllabus.nesa.nsw.edu.au/support-
materials/differentiated-programming/
 Get Skilled: Get Active. (2000). Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet
.pdf
 Light, R. (2012). Game sense : pedagogy for performance, participation and enjoyment. Retrieved from
https://ebookcentral.proquest.com
 Light, R., Evans, J., Harvey, S., & Hassanin, R. (2013). Advances in rugby coaching (1st ed.). New York:
Routledge.
 PDHPE K – 6 Syllabus (NESA, 2007). Retrieved from
https://syllabus.nesa.nsw.edu.au/pdhpe/
 Pill, S. (2015). Play With Purpose: For Fundamental Movement Skills Teaching. Australia: Achper.
 Pill, S. (2017). Perspectives on athlete-centred coaching. Oxon: Routledge.