Introduction

When teaching physical health lessons, teachers utilise numerous approaches to meet the needs and
learning abilities of their students.

One particular approach teachers are finding beneficial

is Teaching Games for Understanding Approach (TGfU),

which is also known as ‘Game Sense’.

The Game Sense approach is a variation of the TGfU

model by Bunker and Thorpe (1982), therefore it is not the same but has

similar features. The Game Sense Approach was developed

in Australia in the 1990’s by the Australian Sports Commission

together with Rod Thorpe.

 What is Game Sense?

Game Sense is an inquiry-based and student-centred approach that provides opportunities for
students to enhance and develop their skills and understandings while actively participating in the
game.
Reading the
Game sense takes the emphasis off skilled based learning and places its play

focus on developing game play concepts and strategies that are

transferable across a variety of games.

Creating space
Working as a
opportunities
team in Examples
Game sense allows students to participate in numerous defence
for team
mates

high involvement games which provides opportunities for

guided discovery where deeper understanding of game play is developed

Not rushing
passes
through questioning and problem solving.

Game sense aims to increase enjoyment, participation, and motivation.

(CCHealthPromotion, 2014; Hopper, Butler & Storey, 2009, p.3-5)
 Students & Teacher – Game Sense

Students tend to be organised in Dialogue and questioning between

into small groups and an
emphasis is placed on playing
games immediately, rather than
spending time practicing specific
skills or listening to direct
instructions (Pill, 2016).
the teacher and students
throughout the game encourages
inquiry based learning and a
guided discovery of relevant
tactics and fundamental
movement skills (Light,
2006;Townsend, 2007).
 What is Game Sense?

Game Sense focus’s on four different game categories which can be adapted in a range of
ways which include:
Invasion Strike/Field Target Netball/Court

• Soccer • Baseball • Dodgeball • Squash

• Rugby • Softball • Golf • Badminton
• Oztag • Cricket • Ten Pin Bowling • Tennis
• Handball • Lawn Bowls • Table Tennis
• Basketball • Volleyball
• Netball
• Hockey
The Department of Education NSW (2000) states there are 12 fundamental movement skills
that students develop through participation in a wide range of physical activities. These
include:
• The catch • The skip • The kick
• The hop • The overarm throw • The two-handed strike
• The side gallop • The leap • The dodge
 Strengths of Game Sense

The Game Sense approach differs from more conventional methods of instruction,
which often include standing still, waiting in line, listening to instruction for long
periods of time, and heavily rely on repetition. However, Game Sense approach
incorporates all aspects of the sport in each game, from basic skills to more technical
skills and strategies all taught in positive, enjoyable, student centred games. Games
are stopped at regular intervals and participants are challenged to reflect on their
participation in order to mature the play. By looking
at what Game Sense entails we can identify its
numerous strengths as an approach to teaching
PE.
(Light, 2004; Mandigo et al., 2008)
 Strengths of Game Sense

 Students are being active more during the lesson, in comparison to traditional methods of having to be still and
listen for long periods of time to the teacher for directed instructions.
 It encourages inquiry based learning. This allows students to engage in an activity they are enjoying while
discovering a range of skills such as team work, spatial awareness, rules of the game, and body movement.
 It is versatile and inclusive, allowing all skill levels to participate and benefit from the game.
 Teachers are able to easily modify the game to the needs of their students, this may be adding or changing
rules.
 Students reflection throughout games helps their personal development,
but also aids in maturing the next game.
 Students voices are heard, and their opinions and ideas can influence
how the games are structured. For example the teacher may let students
create their own rules for a particular game.
 Students are having fun playing a game where they are also learning.

(Pill, n.d; O’Connell, 2014)

 Strengths of Game Sense

Furthermore, many Game Sense approach strengths align with the PDHPE syllabus (Board of Studies, 2007).
 Game Sense approach is based on the principle that perfecting skills should come second to developing
appreciation for the game. This relates to the rationale and aims of the PDHPE syllabus which emphasises the
importance of teachers promoting regular physical activity through promoting positive attitudes and
appreciation for physical activities.
 Building positive interpersonal relationships is another important aspect of the PDHPE syllabus. Game sense
supports interpersonal relationships as it prides itself on inclusion of all students, and provides opportunities
for developing team work skills and social skills.
 The PDHPE syllabus highlights a need for students to develop and enhance fundamental movement
skills. Game Sense approach provides these opportunities through its inquiry based nature and
student centred approach, which allows students to discover and build on new skills as they
grow in confidence with performing movement skills.
 Lastly, Game Sense values align and support every skills outcome within the PDHPE syllabus
which include communicating, decision making, interacting, moving, and problem solving.
 Reference List

Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K‐6 Syllabus. Sydney: Board of
Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal‐development‐health‐and‐physicaleducation‐pdhpe
Bunker, D. & Thorpe, R. (1982). A model for the teaching of games in the secondary schools. The Bulletin of Physical
Education, 18(1), 5-8. Chandler, T. & Mitchell, S. (1990). Reflections of models of games.' JOPERD, 61, 19-21.
CCHealthPromotion. (2014, July 14). Game Sense - Video One – Explanation [Video File]. Retrieved from
https://www.youtube.com/watch?v=XBgu5jhPTsg
Hopper, T., Butler, J., Storey, B. (Eds.). (2009). TGfU…simply good pedagogy: Understanding a complex challenge (pp. 1-268)
Light, R. (2004). Coaches’ experiences of Game Sense: Opportunities and Challenges. Physical Education and 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.
Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children’s motivational experiences following autonomy-
supportive games lessons. European Physical Education Review, 14(3), 407-425.
O’Connell, J. (2014). Games sense approach to practical lessons. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pd hpe/assets/pdf/pa_002.pdf
Pill, S. (2016) An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society,
21(2), 279-297.
Pill. (n.d). Teaching Games for Understanding. Australian Council for Health, Physical Education and Recreation, 29(2)
Townsend, G. (2007). Game Sense. RFU Technical Journal. Retrieved from
http://www.agard.rugby.hu/letolt/EDZOI/070417ErezdAJatekot.pdf