GAME SENSE

Miss Shaima Bakr

Class 3B
2018
 WHAT IS GAME SENSE?
Game sense (GS) is a pedagogical approach that focuses on students by
developing their own skills and understanding in the game while being
actively engaged (Curry & Light, 2007). The GS approach does not reply
on discrete skills or techniques that need to be mastered before playing
the game, however focuses on the learning of students within the authentic
context of games that have been modified to assist in decision making,
understanding and skills that work generally in the context of the game
(Curry & Light, 2007).
GAME SENSE CONSISTS OF:
• Small sided and designer games
• Modified games
• Play practices to emphasis tactical or motor skill learning
• Inquiry learning through guided questions from the teacher
• Start with ‘Game first’ then ‘practise first’ lessons
• Net/ Court, Invasion, Striking/ Fielding and target games that consists of
having groups (Pill, 2016).
 WHY MISS BAKR HAS CHOSEN THE GAME SENSE
APPROACH FOR CLASS 3B
The GS approach will be a pedagogical approach I will devote to having in my
teaching practice as the game is taught ‘holistically’. Students are learning
techniques and tactics to read the game as a whole to gain a better
understating of the game (Pill, 2016). On the contrary, tradition physical
education (PE) games focuses only on learning the fundamental movement skills
which include kicking, running, jumping, throwing and catching (Board of Studies
[BOS], NSW, 2007).
THE STRENGTHS OF THE GAME SENSE APPROACH
The strengths of using the GS approach is that it is inclusive in two basic ways.
The first being inclusive in using modified games to help the emotional,
developmental and social needs of the students that are playing the game
(Light, 2012). This can be through changing the number of players on each side,
the number of balls that are included in the game, the shape and size of the
area and the modifications of rules to help encourage students participation in
achieving the learning outcomes (Light, 2012). Secondly, the GS approach
should always start with simple games so that all students can participate
equally without having to stress on technique to allow students to engage
intellectually in the game (Light, 2012).
 HOW IT RELATES TO THE CONTENT IN THE PDHYPE
SYLLABUS
For stage 2, students apply movement skills in games and sports and
practise manipulative skills in a range of different games which is also
another advantage of using the GS approach as it allows students to
participate in physical activity and investigate ways to contribute to a
healthy and active lifestyle (BOS,NSW, 2007). GS approach develops the
five essential skills as they communicate and negotiate ways in playing the
game, use their decision making skills in the game, interact with other
students in the physical activity, move around and develop the fundamental
movement skills and problem solve ways by observing the game and using
a range of problem strategies (BOS, NSW, 2007).
•
REFERENCES
Board of Studies, NSW. (2007). Personal development, health and physical education K-6 syllabus. Syd- NSW: Author.
Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/ learning-areas/pdhpe/pdhpe-k-10-2018

• Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical education: Is Game Sense the
answer. In Proceedings of the Asia Pacific Conference on Teaching Sport and Physical Education for Understanding. Retrieved
from
https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/scholar?hl=en&as_sdt=0%2C5&q=Addre
ssing+the+NSW+quality+teaching+framework+in+physical+education%3A+Is+Game+Sense+the+answer.+&btnG=&http
sredir=1&article=1657&context=edupapers#page=8

• Light, R. (2012). Game sense: Pedagogy for performance, participation and enjoyment. Routledge. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?ppg=54&docID=981715&tm=1532066893509

• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society, 21(2), 279-297. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/13573322.2014.912624?needAccess=true