GAME SENSE

TEACHING GAMES FOR UNDERSTANDING

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 WHAT IS GAME SENSE?

 Game Sense is a student-centred approach to teaching Physical Education

(PE) which adapts similar concepts to Teaching Games for Understanding
(TGfU). TGfU highly focuses on teaching fundamental movement skills
through a game-based approach whereby students learn through play.
Through this approach, the teacher becomes a coach to facilitate young
children in PE (Light, 2013).

 Academic research encourages teaching through game sense as it allows the

learner to further develop the skills to meet the demands of the game (Miller,
Christensen, Eather, Gray, Sproule, Keay & Lubans, 2016). In essence, students
are developing skills which will then be implemented in a competitive game.
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TEACHING VS. COACHING

 A Game Sense approach supports coaching rather than teaching in PE. The aims, methods, cultures and measures
of success differs between teaching and coaching (Light, 2013). In coaching, sports team are based on age and
ability which allows a narrow focus for young athletes with similar needs and skill level (Light, 2013). This form of
organisation for coaching often motivates students to participate more willing as their needs are being met or
they feel a sense of comfort with the people around them.

 Coaching allows for a greater focus on the Fundamental Movement Skills to improve game performance. As
coaches it is important that different sport teams have different goals, thus appropriate aims and approaches must
be adopted for greater achievement (Light, 2013).

 Coaching is essential for assessing student performance in PE (Light, 2013).

GAME SENSE AS A TEACHING APPROACH
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Game Sense has become a popular pedagogical practice due
to the many strengths that this approach contributes to the
learner and their learning experience. The many benefits that
arise through a Game Sense approach to teaching PE include:
 Human Growth
Sport coaching teaches students valuable life lessons and skills
that can be carried through the rest of their lives (Light, 2013).
A Game Sense approach encourages children to have a
positive attitude towards physical activity which will have a
positive impact on their long-term decision-making and
lifestyle (Light, 2013).
GAME SENSE AS A TEACHING APPROACH
 Inclusion & Social Interaction
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Students enhance their awareness of individual wellbeing through Game Sense. Students learn an array of social and
moral understanding in a social context by a variety of ways, such as developing identity and self-esteem, experiencing
a sense of belonging and achievement and making friends (Light, 2013).

 Enjoyment & Motivation

Enjoyment and motivation are two simultaneous key attributes to a child’s perspective on sport coaching (Light,
2013). A sense of excitement is a form of interior motivation they makes children want to participate in physical
activity.
GAME SENSE AS A TEACHING APPROACH

 Performance

A Game Sense approach to teaching PE through sport

coaching tactics develop students’ skills to play in a
competitive game. At this stage, students’ high skilled
performance is assessable based on wins or losses (Light,
2013).

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SYLLABUS LINKS
The Game Sense approach directly links to the PDHPE continuum of learning. While Game Sense is a theoretical approach
to PE, its relevance to Personal Development and Health is simultaneous and is reflective of the teaching objectives outlined
in the syllabus.

Some key learning tools that students gain through a game sense approach are:

- Resilience

- Personal identity

- Movement skills

- Health, safety and wellbeing

- Self-management skills

- And interpersonal skills (NESA, 2018)

REFERENCE LIST

Light, R. (2013). Game sense for physical education and sport coaching. Game Sense Pedagogy for Performance,
Participation and Enjoyment, 37-47. Milton Park, Abingdon: Routledge.

Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., Lubans, D. (2016). Can physical education and physical
activity outcomes be developed simultaneously using a game-centred approach? European Physical Education
Review, 22(1), 113-133. London, England: SAGE Pubications. Doi:10.1177/1356336X15594548

NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education K-6 Syllabus.
Retrieved from www.educationstandards.nsw.edu.au