Game Sense

1. GAMES SENSE APPROACH
(TEACHING GAMES FOR UNDERSTANDING)
Mary Almaet 18098929

2. GAME SENSE
• Game Sense (GS) approaches derive from a US model of teaching
games which allows students to gain an understanding of how
games are played (Light, 2006). GS approaches are less traditional
and focus on students playing games rather than practicing skills in
order to develop technique (Pill, 2014).
• This approach allows students to develop their fundamental
movement skills through participating as well as enhancing their
skills in cooperative learning, decision making and problem solving
(Light, 2004).
• Invasion, court-based games, striking/fielding are games which are
modified by rules in order to encourage inclusive behavior and
allow students to their develop skills (Pill, 2014).

3. TEACHING GAMES FOR UNDERSTANDING
(TGFU)
Teaching Games for Understanding (TGfU) is a student centered approach which
requires the students to make their own decisions in order to successfully
participate in a game (O’Leary, 2015). TGfU allows students to engage in
cooperative learning and team work in order to facilitate a game and achieve an
end goal. With this being said, there is a need for a teacher to regulate game
rules and implement modifications to the games. It is student centered as the
rules implemented by the teacher require students to solve problems and think
critically in order to be successful (O’Leary, 2015).
TGfU provides students with a context to reflect on the skills they have been able
to utilize. Reflecting on this process allows them to make meaning from what
they have learnt (Light, 2004). Furthermore, through TGfU, students are able to
develop the skills of decision making, tactical undertaking and interpersonal
relationship skill which are all factors that rely on each other when participating in
games (O’Leary, 2015).

4. FUNDAMENTAL MOVEMENT SKILLS – NSW
DEPARTMENT OF EDUCATION AND TRAINING
(2000)
Non-Locomotor skill
- Static balance
Locomotor skills
- Sprint run
- Vertical jump
- Leap
- Hop
- Dodge
- Side gallop
- Skip
Manipulative skills
- Kick
- Catch
- Overarm throw
- Two hand strike
There are 12 fundamental movement skills that students develop through participating
in a wide range of physical activities and are explored through the game sense
approach. These fundamental movement skills are divided into sections which are:
(Istockphotos, 2016)

5. RATIONALE: LINKING TO SYLLABUS
CONTENT
It is highly beneficial to integrate a Game Sense (GS) Approach into Physical
Development Health and Physical Education (PDHPE) as it allows students to gain a
sense of authenticity when learning movement skills as well as develop social skills in
order to communicate confidently with other students (Pill, 2014). This approach
encourages students to work in groups, problem solve and develop their fundamental
movement skills through a hands-on experience of participating in games.
GS promotes physical activity, decision making and encourages students to take
responsibility for the choices they have made within a game setting (Board of Studies,
2007). This approach allows inclusive games to be modified for students in order for all to
participate and lead a healthy lifestyle due to being involved in physical activity (Board of
Studies, 2007: O’Leary, 2015).

6. WAYS TO TEACH STUDENTS THESE SKILLS
There are numerous ways to teach students the skills associated
with Physical Education (PE). One being that of invasion games.
This type of GS approach encourages students to become
spatially aware and make decisions in a group environment. In
order to do this teachers give clear and explicit instructions about
the rules which requires the students to interpret the execution of
the game themselves (Pill, 2014). Some examples of invasion
games include netball, basketball and base run. These games
require students to control the ball, catch, defend, throw and be
coordinated which fulfills the outcomes of the PDHPE Syllabus
(Board of Studies, 2007).
(iStockphoto,
2016)

7. STRENGTHS OF TEACHING PRIMARY PE
USING A GAME SENSE APPROACH
Implementing the GS Approach into Primary PE provides
students with the opportunity to collaborate with others in
order to gain understanding of games. GS builds positive
interpersonal relationship skills as students are required to
communicate with others, problem solve and make decisions
which allowed them to use their fundamental movement skills
(Pill, 2014). This is in line with one of the focus’ of the PDHPE
syllabus as GS promotes positive social skill development
(Board of Studies, 2007). Skills such as leadership, cooperation
and modifying techniques in order to achieve a goal are all
skills which are utilised when students are faced with problem
and cooperation focused games. An example of this is the
game ‘Traffic Jam’ where students are required to collaborate
and solve the ‘jam’.(iStockPhotos,2016)

8. REFERENCES
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney: Board of Studies. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning areas/pdhpe/pdhpe- K-6-
syllabus
Department of Education and Training (DET) NSW. (2000). Get skilled: Get active: A K-6resource to
support teaching of fundamentalmovement skills. Ryde, Australia: DET. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skil
led_get_active_booklet.pdf
iStockPhoto. (2016). Black on white silhouette of girls ladies netball player shooting. Retrieved from
https://www.istockphoto.com/au/photo/silhouette-of-girls-ladies-netball-player-shooting-for
-goal-gm600101392-103175303
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and challenges. Physical
Education & Sport Pedagogy, 9(2), 115-131. doi: 10.1080/1740898042000294949
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for
understanding. European Physical Education Review, 22(1), 3-22. doi: 10.1177/1356336x15586177
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society,1-19.