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 Game sense is an emerging and innovative teaching approach that utilises
games as the primary focus, in combination with social constructivism and
inquiry based learning (Light, 2006).
 The fundamental aspects of Game Sense essentially shifts the lesson focus
from teachers onto students, making the lesson student-centred within an
inquiry based environment while teachers are facilitating rather than
instructing (Light, 2006).
 The approach is flexible and allows students to take charge of the activity to
enjoy PE in a positive learning environment that facilitates positive and
meaningful learning experiences (Light, 2006; Woolfolk & Margetts, 2016).
 Games are categorised by four fundamental types which include: invasion
games, target games, striking games and net games (Light, 2012).
 The approach begins with simple games that progressively advance within
the same sport, so that students focus on the strategies that can be used
rather than the technique (Light, 2013).
 Game Sense is fundamentally based around the social constructivism
approach, as students understandings and abilities are deepened through
interactions with their peers and teacher (Light, Curry & Mooney, 2014).
 Game Sense is an inquiry based experience, as the teacher guides the
students through questioning and arousing curiosity to motivate a dialogue
of tactics of the selected game (Knijnik, Spaaij, Jeanes, 2019).
 By providing 4A an opportunity to experience Game Sense movement
activities, students will work towards satisfying the syllabus skills
outcome of performing and refining movement skills in various
situations and sequences (NSW Education Standards Authority,
2018). movement
 Students will also be working towards satisfying the outcome of
Apply strategies
combining movement skills and concepts to effectively perform a to solve
sequence of movement (NESA, 2018). movement
 Students will provided with a positive and meaningful learning
experiences that will support the development of their self-
management, interpersonal and movement skills (NESA, 2018).
 Game Sense will offer students with an opportunity to satisfy the
syllabus outcome of applying strategies to solve movement
challenges through collaboration and discussion (NESA, 2018).
This teaching approach allows students to take charge of their own learning with
developing their own strategies and techniques to achieve the goal in the chosen

Students are given the opportunity to develop their interpersonal skills through team
work and collaboration.

Game Sense provides students with positive and inclusive learning environment that
removes all forms of judgement and disappointment, ensuring that all students
experience some form of success.

Every activity is catered around each students individual learning process that they
experience at different levels.

The most significant impact that Game Sense has on students is that they’re able to
enjoy and have fun playing sports with their peers, free from the pressures of standard
- Knijnik, J. Spaaij, R. Jeanes, R. (2019) Reading and writing the game: Creative and
dialogic pedagogies in sports education. Thinking Skills and Creativity, pg.42-50
- Light, R. (2013). Game sense for physical education and sport coaching. Game Sense
Pedagogy For Performance, Participation and Enjoyment, pg.37-47
- Light, R. (2006). Game Sense: Innovation or just good coaching?. Journal of Physical
Education New Zealand, 39(1), pg. 8-19
- Light, R. Curry, C. Mooney, A. (2014). Game sense as a model for delivering quality
teaching in physical education. Asia-pacific Journal of Health, Sport and Physical
Education, 5(1), pg.67-81
- National Center on Health, Physical Activity and Disability (NCHPAD) (2015). Discover
Inclusive Physical Education: A Guidebook for Educators. Retrieved from:
- NSW Education Standards Authority. (2018). Personal development, health and physical
education K-10 syllabus. Retrieved from: