1. When teaching physical
education, teachers tend to
use a variety of approaches
to meet their students
needs and learning abilities.
One new approach that
teachers are finding useful
is the Teaching Games for
Understanding Approach
(TGfU) also known as ‘Game
Sense’.
Come along to find out all
about ‘Game Sense’. You’ll find
out what it is, how we engage
in ‘Game Sense’ activities, the
skills we learn from these
activities and offcourse, why
‘Game Sense’ is such an
awesome approach to teaching
PE.
Maryam Ismail: 17508331

2. What is Game Sense?
Unlike the traditional approach to
teaching PE which is aimed at teaching
students’ skills in isolation, like dribbling
or throwing, which need to be mastered
before playing the game, the Game
Sense approach is a student-centred,
inquiry-based approach that lets
students develop their skills and
understanding while being actively
involved in the game (Curry, 2011 or
Light, 2006).
Unlike the traditional approach which is
coach dominated, Game Sense is a
student-centred, inquiry-based approach
that positions the coach as a facilitator
who creates situations where players
have to problem solve and make
decisions – these aspects are central to
successful performance in physical
activity.
The Game Sense approach uses games to develop tactical and strategic thinking!

3. GAME SENSE CAN BE
USEDTO:
1. Develop decision-
making
2. Improve skills under
game pressure
3. Develop team plays
and strategies
What is Game Sense?
HOW IS GAME SENSETAUGHT
First the game is played, then skills
are added depending on players
ability. This allows the problem-
solving aspects to be taught in
conjunction with the skills. The
games are stopped at regular
intervals, were students before
reflecting to develop further meaning
from the games.
METHOD AIMS FORMAT
Game Sense – Tactical To develop tactical play and skill
execution in games
Modified game – questioning –
replay game – rule modification
Skills Developed in Game Sense
Fundamental Movement Skills
1) Locomotor skills, such as running,
jumping, hopping, galloping and
skipping.
2) Balance, this is where the body
remains in the same place though
moves around its horizontal and
vertical axes.
3) Ball skills, such as catching,
throwing, kicking and striking

4. Game sense approach is based on Bunker
and Thorpe’s Teaching Games for
Understanding (TGfU) model (Pill, 2013)
Technique + Pressure = Skill
1. THE GAME (tactical)
2. GAME APPRECIATION
3. TACTICAL AWARENESS
4. Decision Making
5. Skill Execution
6. Performance
GAME SENSE APPROACH

5. The Game Sense approach categorises team games into four groups (Light, 2006)
1) Territory/Invasion Games: Example Soccer, Rugby, Basketball and Hockey
2) Striking/Fielding Games: Example Cricket, Softball and Baseball
3) Net/Wall Games: Example Volleyball and Tennis
4) Target Games: Example Archery, Lawn Bowls and Golf
(Light, 2006)
Categories are based on the physical characteristics of the game, fundamental skills
needed and tactical problems of the game (Mandigo, Butler & Hopper, 2007).

6. WHY GAME SENSE
• Unlike the outdated traditional approach which is coach dominated, Game Sense is a
student-centred approach were the coach is positioned as a facilitator
• Game sense offers the teacher/coach a ‘means of developing intelligent, autonomous, and
creative players’ (Light, 2013)
• Unlike the traditional approach which tends to focus on repetition skills/drills, Game
Sense allows children the opportunity to learn skills and techniques through modified
games.
• Through game modification, children can build up their skills in a more fun and
enjoyable way, whilst gaining a greater understanding and appreciation of the games
format and rules.
• By building up skills, children can transfer their skills and utilise them from one game to
another
• Game Sense integrates physical, intellectual and social learning. Children can learn and
understand similarities between games and explore common principles.

7. STRENGTHS IN IMPLEMENTING GAME SENSE IN PHYSICAL EDUCATION
• Takes a holistic approach to teaching PE: games are modified and adapted to involve all students,
encouraging a positive and inclusive environment.
• Fosters positive feelings of success and enjoyment (Board of studies, 2007): all students are
engaged in the game, which can be an added motivation for them.
• Provides immediate feedback to students: allowing players to develop stronger decision-making,
tactic and problem-solving skills.
• Increases playing time: additional playing time is available to the children during a Game Sense
approach (Griffin & Butler, 2005)
• Valuable social skills: children develop the ability to express themselves and interact with their
peers
• Relevant and rewarding: makes sports more relevant and rewarding for the children.

8. • The shift from the traditional skill based, technique focused PE to this more modern
Game Sense pedagogy allows teachers to better address the Quality Teaching
Framework in the teaching of games and sport (Pearson, Webb, & McKeen, 2005)
• The game sense approach is supported by the Board of Studies NSW PDHPE Syllabus
(2007) Stage 3 teaching outcomes as follows:
GSS3.8 Applies movement skills in games and sports that require communication,
cooperation, decision making and observation of rules
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems
and selects the most appropriate solution to given problem
DMS3.2 Makes informed decisions and accepts responsibility for consequences and
evaluates personal decisions relating to food choices.
MOS3.4 Refines and applies movement skills creatively to a variety of challenging
situations

9. REFERENCES
Griffin, L. & Butler, J. (2005). Teaching Games for Understanding (1st ed.). Champaign, Illinois: Human Kinetics
Light, R. (2006). Game Sense: Innovation or just good coaching?, Journal of Physical Education New Zealand.
39(1), 8-19
Light, R. (2013). Games sense for physical education and sport coaching. In Game sense: Pedagogy for
performance, participation and enjoyment, 37-47. London, UK: Routledge
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective.
Physical & Health Education Journal, 73(2), 14-20
New South Wales, Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus:
Author
Pearson, P., Webb, P., & McKeen, K. (2005). Linking Teaching Games for Understanding (TGfU) and Quality
Teaching (QT). Game Sense youtube clip: http://www.youtube.com/watch?v=RKzAbB2Lg6U
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education
and Society, 21(2), 279-297