Game Sense

Abdullah Popal 16965977

Western Sydney University
 What is Game Sense
Game sense is a practical understanding of the game or sport being
played. This concept is aimed at increasing a players knowledge and
ability to think critically, strategically and ultimatley promotes higher
levels of motivation (Light, 2013).

The idea of incorporating learning within teaching games was

introduced by Bunker and Thorpe, known as the Teaching Games for
Understanding (TGfU) (Light, 2013). After many international
conferences and the assistance of Rod Thorpe with the Australian
Sports Commission a variation of TGfU was developed in Australia
known as Game Sense. (Pill, 2014)
 Game Sense Features
(Light, 2013)

Game sense features are categorized into 4 sections:

Invasion games e.g. soccer
Striking games e.g. softball
Net/wall games e.g. basketball
Target games e.g. ultimate Frisbee

The techniques across the different games or sports are

not very similar, with the exception of tactical demands
and challenges being a common technique (Light, 2013).
Game Sense core features are:
Learning is formed around activities that require decision
making and competition.
The teacher ask questions to stimulate students thinking and
intellect.
 Game Sense
Pedagogies (Reid & Harvey, 2014)

Game Sense pedagogies involve:

1. The manipulation and design of practical games and activities. This is where teachers are to design
sessions based upon modified game related scenarios to ban specific techniques.

2. The use of questioning. This requires teachers to develop a questioning approach to assist in the
students learning through reflection, the promotion of student interdependence and strengthening
students critical awareness and thought-process.

3. The opportunities for discussion, shared development and examination of solutions for purposeful
problems This is where teachers can discuss their approach amongst peers of a certain game and
evaluate their responses. This feature also promotes the use of dialogue for students to use correct
communication with others.

4. Building a supportive socio-moral environment. This feature is where teachers must provide a safe
and nurturing environment for the students, thus enabling students to have the courage to advance
and think creatively within their understanding of the game.
 Fundamental Movement
Skills
(Jaakkola, YliPiipari, Huotari, Watt, & Liukkonen, 2016)

The prerequisites for physical activity are the fundamental

movements skills which include;
Locomotors skills: these skills involve the movement of the body
through space e.g. running, skipping, sliding, hopping and
leaping.
Manipulative skills: these skills require the manipulation and
projection of objects e.g. throwing, bouncing, catching, striking,
kicking, and rolling.
Balance skills: this requires the body to remain in the same spot
but can move around in the body's horizontal or vertical axis.
This skill also supports the development of a stable posture.
 Links With Syllabus

Teaching the concept of game sense to primary school students is

pivotal in understanding the trajectories involved to partake and
successfully achieve the objective. Through this, students utilise and
enhance decision making skills, manipulative skills and learn how to
lead an active lifestyle. The factors mentioned fall in line with the
rationale of the PDHPE K-10 Syllabus (2012) stating that the subject is
concerned with the physical, social, cognitive and emotional growth
and development patterns. Through these classifications, students
are taught to adopt an active lifestyle by developing good habits
within school to maintain throughout life, movement and skills for
better mobility, effective communication skills to procure self-
confidence and to develop problem solving skills to improve game
performance and self-esteem. The above mentioned are
particularised in the stage 3 outcomes. They are addressed in
outcomes DMS3.2, MOS3.4, ALS3.6 and GSS3.8 (.
 Strengths of G.S as a
teaching object

The concept of game sense entails many positives in its

ability to strengthen student characteristics. The include but
are not limited to:
Leading a healthy and active lifestyle,
Developing and enhancing social skills and cognitive
development,
Developing and maturing locomotor skills and movement,
Decision making skills, problem-solving skills and
manipulative skills are all focused on and developed through
this concept if incorporated correctly.
 References

Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus: Board of
Studies
Jaakkola, T., YliPiipari, S., Huotari, P., Watt, A., & Liukkonen, J. (2016). Fundamental movement skills and
physical fitness as predictors of physical activity: A 6year followup study.Scandinavian Journal of Medicine
& Science in Sports,26(1), 74-81. doi 10.1111/sms.12407
Light, R. (2013).Game sense pedagogy for performance, participation and enjoyment. Routledge studies in
physical education and youth sport. Milton Park, Abingdon, Oxon ; New York: Routledge
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education.Sport,
Education and Society,1-19. doi 10.1080/13573322.2014.912624
Reid, P., & Harvey, S. (2014). We're delivering Game Sense aren't we?Sports Coaching Review,3(1), 80-92.
doi 10.1080/21640629.2014.967519
Stolz, S., & Pill, S. (2012). Making Sense of Game Sense.Active And Healthy Magazine,19(1), 5-7. Retrieved
from
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