What is game sense?

Teaching games for understanding (TGFU) was first introduced

by Rod Thorpe and David Bunker (Thorpe & Bunker, 1982).

Whilst working with the Australia Sports Commission (ASC) in
the mid-1990s, Rod Thorpe developed a coaching approach
based on the TGFU model known as game sense (Light, 2006).

Unlike traditional technique-based approaches which focus on
teaching the skills of a game before they can be put into
practice, a game sense approach integrates skill development in
the broader context of the game itself (Hooper, Butler & Storey,
2009).

Game sense contd
Game sense approaches begin with simple, modified
games so that the technical demands required to play the
game are reduced and students are able to concentrate
on the game as a whole (Light, 2006).

Games are gradually developed to become more
complex, in which the need for greater skill and
technique is required to be able to play the game.
However, technique development is only employed when students
recognise the need for it, or when a lack of skill and technique is holding
up further progression of the game (Webb & Thompson, 1998).


Game sense contd

The games that are
used pose tactical and
strategic problems,
and thus students
must think about how
and what they need to
do to achieve the aim
of the game (Webb &
Pearson, 2008)

Strengths of using a game sense
approach
It is a learner-centred approach that places the needs and abilities of
students first before the importance of the game. Therefore, such an
approach allows for the inclusion and participation of all students,
regardless of their technical abilities (Hooper, Butler, & Storey, 2009).

It encourages cognitive development as it places students in situations in
which they need to solve problems and make decisions. Thus, aside from
the development and acquisition of technical skills, a game sense
approach also allows for the continual development of problem-solving,
tactical and decision making skills (Webb & Pearson, 2008).

It generates a greater understanding of all aspects of the game as
students are required to think about the technical and tactical aspects of
the games, as opposed to just the skills required to play the game
successfully (Webb & Pearson, 2008).



Strengths of using a game sense
approach contd
It increases the motivation of students to learn the skills
that are required as they are able to do so whilst playing
the game as opposed to learning skills in isolation or
through drills (Webb, Pearson, & Forrest, 2009).

Students are better able to recognise the importance of
certain skills as they are placed in a meaningful context
as opposed to just learning the skills independently
(Townsend, 2007).
References
Bunker, D., and Thorpe, R., (1982) A model for the teaching of games in secondary schools. Bulletin of Physical
Education, 18(1), 58.

Hooper, T., Butler, J., & Storey, B. (Eds.) (2009). TGFU simply good pedagogy: understanding a complex challenge.

Light, R. (2006). Game sense: innovation or just good coaching. Journal of Physical Education New Zealand, 39(1), 8-19.

Townsend, G. (2007). Game sense. Rugby Football union. Retrieved from
http://www.rfu.com/takingpart/coach/coachresourcearchive/technicaljournalarchive/~/media/file
s/2009/coaching/articles/technicaljournal/2007/2ndquarter/gtownsendgame20sense20article.as
hx
Webb, P. I., & Pearson, P. J. (2008). An integrated approach to teaching games for understanding (TGfU). Journal
of Health, Physical Education, Recreation, and Dance, 67(1), 2833.

Webb, P., Pearson, P., & Forest, G. (2006). Teaching Games for Understanding (TGfU) in primary and secondary
physical education. ICHPER International Conference. Retrieved from
http://www.sportmanawatu.org.nz/images/custom/Resources/Induction%20-%20TGfU%202.pdf

Webb, P., & Thompson, C. (1998). Developing thinking players: Game sense in coaching and teaching. In, Sports
Coach 1998: 1998 National Coaching and Officiating Conference, 25-28 November 1998,
Melbourne Convention Centre, Victoria, Unpublished papers, Australian Coaching Council, Australian
Sports Commission, 2, 610-613