Game Sense:

What is Game Sense? What are its strengths as a teaching approach?

Game sense is a student centered approach that puts the

learner in the center of the experience. It allows the focus to be more on the game, rather

than the skills that are being practiced (Breed & Spittle,

2011). To do this, teachers modify

games to ensure the students are gaining a better

understanding of the rules whilst being actively involved at all

times.

Game Sense: What is it?

Game Sense is categorized into four areas of team games. These include:

Invasion games (netball, basketball, soccer) Target games (golf, lawn bowls, archery)

Court and net games (volleyball, tennis) and Striking and fielding games (cricket,

softball)

They are categorized by sports that have similar principles and skills.

(Light, 2006)

•Creates a meaningful teacher-student relationship

•Introduces movement skills and invasion games

•Allows for critical thinking and involves students on a deeper level

Why have a Game Sense

approach and how is it beneficial?

• It includes all students of all abilities

•Requires students to experience the game at their own pace and learn at a deeper level

•Engaging and fun for all students

Research suggests that “65 per cent or more of the time

spent in physical education is allotted to games” (Werner,

Thorpe & Bunker, 1996).

The syllabus outcomes highlight the need for students to not only participate, but also to be cognitively involved in games (Pearson, Towns, Rowland &

Webb, 2004).

References: Breed, R. & Spittle, M. (2011). Developing game sense through tactical learning. Victoria: Cambridge University Press

Light, R. (2006) Game sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39, 1.

Pearson, P., Towns, J., Webb, P., & Rowland, G. (2004). Game sense online - utilising the web for the professional development of physical and health education teachers. In Light, R., Swabey, K., & Brooker, R. (Ed.) Proceedings of the 2nd International Conference: Teaching Sport and Physical Education for Understanding (pp 62-70).

University of Melbourne, Australia.

Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: evolution of a model. The Journal of Physical Education, Recreation & Dance, 67(1), 28-33.