1. PDHPE: Game sense
approach.

2. Here is an understanding
of game sense approach…
• Game sense approach is one of many methods in teaching
games for understanding. Which helps develop a wider
meaning for students of sport and physical activity, as it
helps concentrate on developing thinking skills through
problem solving and through physical activity. Game sense
involves a basic meaning of a sport that students can modify
any game in a way that is challenging for them.

3. Game sense model.

4. About the model…
 The model by Bunker & Thorpe (1982) indicates that
students must first have to have a clear understanding
of the particular game they are about to play, this will
then lead the student to recognise the problems that
need to be solved within the game. Students will
gradually grow an understanding of the main rules of
the game that portray the game. Children are
introduced to strategies by the regular introduction of
movement principles, that are based on small and
simple notions of time and space. This model also
highlights completion as well as game performance,
however this is only after students pick up on a need
for an extra or particular kind of skill that needs to be
involved. As students may grow to learn the particular
game skills fast there are others that are not as fast
paced, practical instruction is given however it is
always performance the student works at.

5. Structure of game
sense…
1. Warm-up
2. Game (modified, not necessarily the full game)
3. Questions and challenges – what are we trying to do (tactical),
how can we do it better (technique and tactical)
4. Return to game
5. Further questions and challenges
6. Progression of game
7. Repeat the above cycle
8. Cool-down (coaches corner, 2013)

6. Game categories…
 Striking games: cricket, softball
 Invasion games: football, soccer, netball
 Net and wall: volley ball, tennis, badminton
 Target: golf, archery

7. Strengths of game
sense…
 Game Sense teaches students on focusing on games
as well as the focus of the session. By focusing on the
game, rather than on technique practice, students are
encouraged to become more tactically aware and
make better decisions during the game, as well as
beginning to think strategically about game concepts
whilst developing skills within a realistic context and
most importantly, having fun.

8. References…
 Board of Studies, NSW. (2007). Personal
development, health and physical education K-6:
Syllabus. Sydney, Australia.
 Kirk, D. and MacPhail, A. (2002) 'Teaching Games for
Understanding and Situated Learning: Rethinking
the Bunker-Thorpe Model', Journal of Teaching in
Physical Education.
Mona Rustom 17407205