2. What is game sense approach ?
• “Teaching Games for Understanding” is commonly called Game Sense
Approach in Australia.
• The Game sense Approach places a greater emphasis on play aspect of
sport. This approach became prominent in 1996 and is a variation of
Bunker and Thorpe’s Teaching Games for Understanding model.
• This Approach allows students to perform in an engaging environment
whereby decision making, problem solving and skill development are
consistently taught and understood throughout a lesson.
• During Game Sense Approach students will also continue to develop self-expression,
socialisation skills and communication skills. Furthermore
students will be able to identify the benefits of a safe and healthy lifestyle
alongside satisfying physical activity.
3. Why Game Sense Approach?
• To answer question we must reflect on traditional styles of teaching
physical education. Traditionally sports have been taught to students in a
Skill and Drill development way or a Progressive Part Method, of which a
particular sport is broken down into skills and these are then taught.
• These skills are taught isolated from the game as some may remember
doing drills at soccer practice or netball. The issue with this method is that
it teaches the student that there is only one right way to perform a skill.
• This we know is incorrect as we can see from many elite sports athletes
that they do not often these perfect techniques learnt, instead they all
have their own style and modifications to the skills they use.
4. Why Game Sense Approach ? (continued)
• The Games Sense approach focusses on a student based approach that
allows students to develop their own skills and understandings while still
being involved in the game being taught.
• Students then realise the reason for a particular skill as well as the rules
for the game successfully. Games that students play are often small-sided
modified games that move progressively to complex and then to the full
game of which they will be able to utilize the skills and movements they
have learnt themselves.
• These small-sided modified games can be broken down into 4 defining
groups.
• Invasion games – Soccer, Tag Football
Target games – Bowling, Golf
Court and Net games – Badminton, Tennis,
Striking and fielding Games – Softball, Cricket
5. Benefits of Games sense Approach.
• There are some very strong benefits of Games Sense Approach. Based on the NSW K-6
syllabus I can provide further information that Games sense Approach is indeed a strong
approach to teaching PE classes.
• Through the implantation of Game sense Approach in lessons, students are able to
develop the efficient K-6 syllabus skills for their stage. These skills include: Problem
solving, Decision Making, Communicating, Moving and Interacting. Through the game
sense approach students will also increase these skills as the variation of games allow for
complexity that will challenge students in positive way.
• These skills from the syllabus are directly linked to the games and sports strand whereby
it is stated that “This strand develops each student’s competence and confidence in a
broad range of games, sports and physical activities. Students develop fundamental
movement skills (FMS), progressing to more games-and sports-specific skills in non-competitive
and competitive environments that foster positive feelings of success and
enjoyment”.
6. Benefits Continued.
• Therefore the use of Game Sense Approach is extremely efficient in meeting the
educational requirements as well as allowing students to have positive feelings of
success and enjoyment in sport and other physical activities.
• Furthermore another major strength that this approach has is that the games are
implemented are modified so that all students are involved which encourages inclusive
sporting environment and equality amongst the students.
• With the feeling of a positive sporting environment it further encourages students to
develop their own skills and understandings of the particular modified game.
• Finally the most important part of game sense approach that I find is that it promotes
physical activity in a fun and achievable manner. This is a achieved by the games focus on
the needs and abilities of our students over an importance over winning.
7. Reference List
• Den Duyn, N 1997 'Game Sense, It’s time to play', Sports Coach, 19(4), pp9-11
• Den Duyn, N 1996 'Why it makes sense to play games', Sports Coach, 19(3), pp6-9
• Griffin, L. Mitchell, S. & Oslin, J 1997 Teaching Sport Concepts and Skills: A tactical
games approach. Human Kinetics, Illinois.
• Light, R. (2002) Engaging the body in learning: Promoting cognition in games
through TGfU ACHPER Healthy Lifestyle Journal, 49(269-87).
• Thomas, K 1997 We love games, but when do we teach technique? Sports Coach,
20(2), pp4-5
