GAME

SENSE
APPROACH
STAGE 1,
YEAR 2
 What is Game Sense?
• Game Sense is a teaching approach that is based around the Teaching Games for
Understanding [TGfU] Model (Light, 2006)
• Game Sense is a working collaborative approach which focuses on the game, rather
than the execution of specific techniques. (Light, 2006, pg. 13)
• Game Sense is used in physical education as a way of teaching students ‘how to play a
specific game’, with an aim of exposing students to a wide variety of games/sports
resulting to a positive experience. (Light, 2013, pg. 23)
• Predominantly, a Game Sense approach could implicate the creative construction of
designing a game or sequences of games, to achieve specific outcomes that further
evolves into stimulating the students’ thinking and reflection processes. (Light, 2013,
pg. 48)
What is Fundamental
Movement Skills?
These movements are:
• Static balance
• Sprint run
• Vertical jump
Fundamental Movement
• Catch
Skills is the explicit
• Hop
teaching that is essential
• Side gallop
for students to
• Skip
apprehend, to participate
• Overarm throw
successfully within long-
• Leap
term physical activities
• Kick
and/or sports.
• Two-hand strike
• Dodge

(NSW Department of Education and Training,

2016, pg. 65)
 The Benefits of • This gives both the teacher and students the
opportunity to focus on the designated game,
using a Game rather than the techniques needed.
• Game Sense approach provides teachers the
Sense Approach alternative level of flexibility for game
modification to suit the students’ ages, and
level of abilities for a more positive
experience.
• Game Sense approach is a guidance to
encourage students to develop their own
abilities of expression, and social skills
through interactions amongst their fellow
classmates.
Categories of
Game Sense By using game sense within PDHPE, provides
the opportunity for students to gain a positive
approach towards physical education.

Game Sense games are categorised under

four different formal games, they are (Light,
2006, pg. 10):
1. Invasion games – Soccer or Football
2. Striking games – Softball or Cricket
3. Net/wall games – Tennis or Volleyball
4. Target games – Archery or golf
 The outcomes mentioned below, corresponds towards how
Game Sense is approached and used within the syllabus.

Curriculum (Board of Studies NSW, 2001, pg. 19)

Active Lifestyle
ALS2.6 – Discusses the relationship between regular physical
activity and health.

Dance
DAS2.7 – Performs familiar movement patterns in a variety of
dance situations.

Games and Sports

GSS2.8 – Participates and uses equipment in a variety of
games and modified sports.

Gymnastics
GY2.10 - Demonstrates control in performing sequences of
introductory gymnastic movements.
 References
• Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Board of Studies.

• Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1), pp. 8-19.

Retrieved from, https://vuws.westernsydney.edu.au/bbcswebdav/pid-3487409-dt-content-rid-

26755579_1/courses/102072_2018_2h/101576_2013_1h_ImportedContent_20121127041828/G%20SENSE%20INNOVATION%20OR%2

0GOOD%20COACHING%20LIGHT.pdf

• Light, R. (2013). Game Sense: Pedagogy for performance, participation and enjoyment. Milton Park, Abingdon, Oxon: Routledge.

• NSW Department of Education and Training. (2016). Get skilled, get active: A K-6 resource to support the teaching of fundamental

movement skills. Sydney: Author. Retrieved from,

https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf