What is Game Sense Approach in

Physical Education?

 Game Sense is an engaging and innovative approach to teach physical

education, that places the game at the heart of the session.
 It encourages students to develop skills for future sport participation, to
become more tactically aware, to make better decisions and to have
more fun (Light, 2013).
Positive Impacts of Game Sense
Approach
 Researchers show that students’ motivation and engagement in lessons is more
enhanced when “game first” rather than “practice first” approach is used (Shane,
2014).
 Game impacts positively on students’ cognitive abilities such as tactical
awareness, decision making and problem-solving.
 Participation in sport-related games contributes not only to a good health in a
medical sense but also to students mental wellbeing. This includes social and
moral learning, social interaction and skills, dealing with the emotional responses
to winning/losing, respect for rules, abilities and inclinations that can contribute to
maintaining lifelong wellbeing (Light, 2013).
Implementation of Game Sense
Approach

 Teaching games for understanding: Teachers should use constructivist

learning principles which include giving students clear instructions, setting
strategies for the play etc. When needed, modifications should be made
to the playing area to suit students’ abilities and needs (O’learly, 2016).
 The development of fundamental skills is essential when teaching PDHPE as
children need to know basic fundamental movements in order to be
proficient in games and sport. Therefore, opportunities should be provided
for these skills to be taught, practised and encouraged (Board of Studies,
2007).
Teaching Game for Understanding

First introduced at Loughborough University in

the UK (Bunker & Thorpe, 1982).
Conclusions…?

 Game Sense Approach is a student-centred approach as it puts children’s

abilities first over the rules of the game/sport. Teachers can always modify
and change the rules to make the game more inclusive for students and
to avoid students being bored.
 Games are important because they are fun, inclusive and motivating.
 Teachers should introduce fundamental skills which will be a long-term
investment in their students’ physical abilities.
REFERENCES

 Light, R. (2013). Game sense for physical education and sport coaching. New York:
Routledge.
 Shane, P. (2014). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society, 1-19. 10.1080/13573322.2014.912624.
 O’leary, N. (2016). Learning informally to use the “full version” of teaching games for
understanding. European Physical Education Review, 22(1), 3-22.
10.1177/1356336X15586177
 Board of Studies, NSW. (2007). Personal Development, Health and Physical
Education K-6 Syllabus. Sydney: Board of Studies.