Game Sense approach is a method used

which develops broader meanings of sport

and physical activity, as it focuses on
developing thinking through problem solving
(Australian Sports Commission, 2014).
Ms. Rebecca Saad
CLASS 4S
Game Sense is a teaching approach that is based upon the
Teaching Games for Understanding Model (Light, 2006).

Rod Thorpe introduced the Game Sense Approach to Australia in
1996.

The Game Sense approach is a student-centred approach
which allows students to develop their own skills and
understanding through physical activity.
Game Sense focuses on the individuals ability to develop sport
and physical ability skills through game centred activities that
are designed to improve a persons decision making, thinking
and problem solving skills and physical performance in an
interactive environment.
Developing SKILLS is an importance element of Game Sense
as it is developed contextually by participating in modified
games.



Game Sense Approach
Categories
The game sense approach categorizes teams into four areas:

Invasion games- Scoring points by invading the opposing teams territory e.g.
soccer, touch and netball.

Target games- Attempting to aim an object e.g. ball to hit a target in order to
gain as many points as possible e.g. golf, archery and bowls.

Court and Net games- The aim is to score a point in the oppositions territory
by targeting their field e.g. volleyball, tennis and badminton.

Striking and Fielding games- A competition between batting and fielding
teams e.g. cricket and softball.
What is a Modified Game?
In physical education, a modified game resembles the sport on
which it is are based on, but adapted to suit the players age, size,
ability, skill and experience.

Students are able to develop an understanding of the game by
thinking and communicating about both the tactics and techniques
of the game.

What are some questions the teacher may ask students whilst
playing modified games to benefit students game understanding?
When did you pass the ball?
When did you not pass the ball?
Why did you pass the ball?
What did you do to make it easier to pass the ball to a team
mate? etc.
How did I throw that good pass?

The Importance of Game
Sense
The following table outlines the Game Sense approach:

Game Form
(Representation/exaggeration)

Tactical Awareness
(What to do?)

Skills Execution
(How to do it?)

It involves the teacher designing a series of modified games that move
progressively from simple to complex.
This will culminate a full game in a modified version, where the teacher will
expect students to be able to play at a particular stage of the unit
It will depend on the teachers knowledge and observation of the students, where
she/he will be able to determine what level the students are at and choose
suitable modified games
Why I will be adopting
Game Sense with 4S?
McBride (1999) points out that PE teachers who use the traditional
demonstration/replication instruction model, where they control most if
not all the decision making are disadvantaging students cognitive
development.

Therefore, by adopting the Game Sense approach students will be in
control with their decision making as they will need to use various
tactical and strategic movements throughout the game.

Traditional coaching focuses on the isolation of skill development and
ultimately lessens a childs ability to be motivated to learn and enjoy
physical activity.

Whereas, the Game Sense approach provides children with the
opportunity to learn about the technique and skills through contextually
modified games that are appropriate to age and ability. While gaining
an understanding of the games format and rules

The BENEFITS of using
Game Sense
Game Sense guides children to develop the ability to express
themselves, gain socialization skills through interaction with
peers, and helps them to learn how to solve problems and
conflicts.
Game Sense caters for students of all different ages, sizes,
abilities and interests.
Game Sense provides teachers will more flexibility.
Modifications are made to games to accommodate the
students to all the different skill levels, while ensuring that the
game is still enjoyable for everyone.
Most importantly, the approach encourages students to
understand the game first, increasing their motivation skills
and confidence to play.

1. The lesson will begin with a modified game which will present students will
tactical problems.

2. After working out the accurate passing is the way to go, students are
encouraged to think about or ask themselves How did I they maintain
possession? etc.

3. This is where teaching the skill becomes relevant e.g. teaching students to
use underarm and overhead passes, looking where to throw the ball etc.

4. The cycle can be repeated, however as an advancement the teacher will
add a variation such as including time limits, new rules and an extra
equipment etc.
Light, R. (2006) Game Sense: Innovation or just good coaching? Journal
of Physical Education New Zealand, 39 (1), 8-19.

Mandigo, J., Butler., & Hopper, T. (2007) What is teaching games for
understanding? A Canadian Perspective. Physical & Health
Education Journal, 73 (2), 14-20.

Pill, S. (2014) Teaching games for understanding. Australian Sports
Commission, 29 (2), Retrieved from
http://www.ausport.gov.au/sportscoachingmag/coaching_processes/t
eaching_games_for_understanding_