GAMES SENSE APPROACH

Shayma Cobanoglu
 W H AT I S T H E G A M E
S E N S E A P P ROAC H ?

Game sense is a framework of sports established

to counteract the traditionalist ways of teaching
sport skills. Traditionally, students are taught skills
of a game separate to the spot/game itself.
With the games sense, framework, students are
encouraged to learn skills through participation
and engagement with the sport, thus learning
fundamental skills through active participation
and play. (Pill, 2012; Light, 2013).
Light and Evans (2013) state that within the
framework, the teacher is not the director,
rather, they are the facilitator.
 There are four categories of games sense as outlined by Webb & Pearson (2008):
1. Invasion Games – invading the other teams area to grab a goal. A few invasion
sports include soccer, football, basketball.
2. Target Games – projecting an object into/onto a targeted area such as in golf or
bowling.
3. Striking/fielding games – two teams play with turns for batting and fielding such as
in cricket.
4. Net Games – hitting a ball into the opponents court and not receiving it back
such as in volleyball or tennis.
4 CATEGORIES
OF GAME SENSE
F U N DA M E
N TA L
M OV E M E N
T SKILLS

http://www.opus.
org.au/articles/can
-school-based-
interventions-
improve-
fundamental-
movement-skill-
fms-competence-
children-
adolescents/

These are the fundamental learning skills. They are the skills students must learn before they can
successfully compete in a sport. For example, a student can not play tennis effectively if they still do
not know how to strike. For more information about the fundamental learning skills please watch the
video in the KIDS & PARENTS tab located above.
 H OW D O E S G A ME SE NSE TE ACH I NG
R E L AT E TO T H E N S W S Y L L A B U S ?

• The PDHPE syllabus require students to develop skills which assist them in
decision making and interactions. Through the game sense approach,
students become skilled in interactions during play and decision making
through creative play (BOS, NSW, 2007). Creative play is achieved when
students are given the opportunity to be a part of their own learning
through first hand interaction in play; this stems from the games based
approach (Light and Evans, 2013).
• In my teaching, I believe that students should have an interactive part in their
learning rather than being trapped inside a classroom. The syllabus calls for
students to be provided opportunities for engaging physical activity to teach
students the importance of healthy, active lifestyles (BOS, NSW, 2007).This
relates directly to a constructivist approach to teaching which calls on the
same elements of game based teaching where by students have a say in their
learning and are actively engaged in it. This is important to teach students
skills such as critical thinking, decision making and adaptability in situations.
 HOW WILL GAME SENSE APPROACH BE
IMPLEMENTED FOR OUR CLASS?

• Whilst looking at the syllabus stage 3 content, I have come to a realisation that
my year five students capable of taking on a bigger role in their physical
education. Thus, I will implement the approach in our classroom by creating
opportunities for students to take charge whilst I become a facilitator. This is
an important way of boosting student confidence and interaction.
• Students will learn skills through engagement with the sport rather than having
disassociation between sport and skill.
• Creating flexibility in games so that games are changed to be suited for the
class based on a range of abilities and factors.

http://www.empoweredsportsandfitness.com/social-skills-groups/
 REFERENCES

• Board of Studies. (2007). Personal development, health and physical education K-6 syllabus.
Sydney, NSW.: Board of Studies NSW. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-K-6-
syllabus
• Light, R., & Evans, J. (2013). Dispositions of elite-level Australian rugby coaches towards game
sense: Characteristics of their coaching habitus. Sport, Education and Society, 18(3), 407-423.
• Light, R., & Evans, J. (2011). The impact of Game Sense pedagogy on Australian rugby coaches'
practice: A question of pedagogy. Physical Education and Sport Pedagogy, 16(1), 101.
• Pill, S. (2012). Teaching Game Sense in Soccer. Journal of Physical Education, Recreation &
Dance, 83(3), 42-52.
• Webb, P., & Pearson, P. (2012). Creative unit and lesson planning through a thematic/integrated
approach to Teaching Games for Understanding (TGfU). New Zealand Physical Educator, 45(3),
17-22.