An introduction to Game sense

1. For Parents and Students

2.  Gary Townsend writes that “Children are brighter than we give
them credit for. Unfettered, they will discover ways that work and
also make mistakes which are essential to their development and
learning.”
 Game sense is the concept that we allow children to play a game
and utilise their own abilities to learn and discover new tactical
ways to play, therefore enhancing their ability to perceive, make
decisions and then to act.
 IT is a derivative of Teaching Games for Understanding (TGfU)
 Richard Light believed that ‘Provides an opportunity for coaches
and teachers to develop complete players rather than specific
technique driven individuals’.
 This concept gives students the freedom to learn techniques and
skills within their own frame of mind.

3.  Game Sense allows for games to be the focus of
the lesson, with children constantly asking
when we will play a game it allows for the
students to learn the necessary skills required
by the NSW K-6 Syllabus all while playing
what they only perceive as games.

4.  Game sense targets several requirements of the
K-6 Syllabus. Eg. Stage 2
 Demonstrates fun ways of practising skills
 Describes how cooperation and encouragement leads to success in games
 Practices and refines movement skills in a variety of games from a range of cultures
 Demonstrates efficient ways of using equipment while working cooperatively with others
 Demonstrates a range of skills in practices and modified games
 Explains how their level of skill can influence their participation in movement activities
 Runs in, skips, and runs out of large rope turned by others
 Explains the correct use of specific sports equipment
 Game sense techniques can be used to hit all of these outcomes whilst allowing freedom for
students in games.

5.  Game Sense as a teaching technique has many
strengths
 Griffin and Butler outline 5 of these strengths
 Development of the ability to “work off the ball”
 Transfer of training to the game
 Development of independent players
 Motivation of players in training
 Inclusive nature of Game Sense Training

6.  Working off the ball
 Students are able to become thinkers when they are
not in personal possession of the ball (especially
relevant in invasion games) creates on the fly
decision making abilities
 Transfer of Training to the Game
 Students are able to utilise minimal time of
technique training and are able to develop
competent movement skills within the game.

7.  Creating Independent Players
 If teachers were to constantly intervene with
students during the game they would then not
be able to utilise skills without that support.
Game sense establishes students independence
during games
 Player Motivation
 Gives students a sense of achievement for
completing tasks on their own.

8.  Inclusive Nature of Game Sense
 The nature of game sense allows for it to be used
with any student regardless of skill level and age.
Includes all students in lifelong participation in
sport.
 By using Game sense in the classroom it allows
for students to engage in both the syllabus
requirements and allows for all of the strengths
of game sense to be shown.

9.  Griffin, Linda L, and Joy Butler. Teaching Games For
Understanding. Champaign, IL: Human Kinetics,
2005. Print.
 Light, Richard. 'Coaches' Experiences Of Game
Sense: Opportunities And Challenges'. Physical
Education & Sport Pedagogy 9.2 (2004): 115-131.
Web.
 NSw Board of Studies,. NSW K-6 Personal
Development, Health And Physical Education Syllabus.
Sydney: NSW Board of Studies, 2014. Print.
 Townsend, Gary. 'Game Sense'. University of
Wollongong 2007: n. pag. Print.