z

GAME SENSE
approach
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What is the Game Sense Approach?

§ Game sense is a researched based, student centered approach to teaching physical

education, developed by Bunker and Thorpe in 1982 (Webb, 2012)

§ Unlike traditional approaches, it involves teaching fundamental movement skills

(FMS) in the context of competitive games instead of drills (Light, 2013)

§ It has an emphasis on building decision-making, cooperation and problem solving

skills (Webb, 2012)

§ Involves creating modified versions of games to promote safe but engaging

movement practice
What
z are the Fundamental Movement
Skills (FMS)?
§ FMS are the basis of all physical activity (NESA, 2018)

§ They allow students to participate confidently and competently in sports

§ According to the NSW PDHPE syllabus, FMS include:

§ Non locomotor: balancing and stretching

§ Locomotor: dodging and skipping

§ Object control: catching and kicking

§ The game sense approach teaches these skills through modified games. For example,
Pig in the Middle, is a modified game that teaches throwing and catching
 z The benefits
Supports strength Increases participation
based feedback and engagement of
Challenges students (Light, 2013;
assumptions of self- Webb, 2012)
ability (Webb, 2012)

Game Sense
Approach

Promotes the Aligns with a constructivist

importance of long approach to learning (Light,
term health (SportAus, 2013)
2018)

Encourages Every student is physically

collaboration and active, maximizing PE
inclusion of all abilities outcomes
(SportAus, 2018)
 z Annotated Game Sense Lesson
Collaborative discussions No students waiting to have
around tactics and problem a turn. All students are
solving actively participating

Game modification
being considered

Students practicing the FMS ‘s of throwing and catching

 z PDHPE Syllabus Rationale
§ The NSW PDHPE Syllabus rationale aligns with the outcomes of using the game
sense approach in primary PDHPE

§ For example, the rationale states “students learn in movement, about movement
and through movement and are given opportunities to apply and adapt their
skills” (NESA, 2018, p.10)

§ In a game sense lesson, students are learning about a specific skill through
continuous execution and practice. These skills are transferable and can applied in
the context of a ‘real’ game.

§ In order to maximise student learning, it is important for PDHPE teachers to

construct an effective pedagogical framework that supports these skills.
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My PDHPE Teaching Philosophy
• My teaching philosophy has been directly informed by the benefits of a game
sense approach and the PDHPE syllabus. I endeavour to promote the long term
health benefits of living an active and healthy lifestyle, through modelling and
teaching (NESA, 2018).

• I will adopt the game sense approach within my teaching to improve student
engagement . According to Reynolds (2014), it is best practice to have
intrinsically engaged students. Not only does engagement control behaviour
management, but also improves skill development and retention (Webb, 2012).

• I aim to align all my teaching with Piaget’s constructivist view. This is by

facilitating student-centred learning investigations (Reynolds, 2014). By adopting
the game sense approach in PDHPE, I will provide students with the opportunity
to collaborate and investigate their own tactics to the game. I will facilitate by
asking strategic questions to stimulate ideas.
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References
Light, R. (2013). Game sense: pedagogy for performance, participation and enjoyment. Studies in
Physical Education and Youth Sport, 2(1), 48-75.

NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical
Education K-6 Syllabus.

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school. (3rd ed).
Melbourne, Australia: Oxford University Press

Sport Australia. (2018). Game sense approach. Retrieved May 2019, from Sporting Schools:
https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-
approach

Webb, P. (2012). Creative unit and lesson planning through a thematic/integrated approach to
Teaching Games for Understanding (TGfU). Journal of Physical Education New Zealand, 45(3), 17-
22.