2. Game Sense Approach
“Game Sense is an exciting and innovative approach to coaching and physical
education that places the game at the heart of the session. It encourages the
player to develop skills in a realistic context, to become more tactically aware,
to make better decisions, and to have more fun” (Light, 2012).
Teaching Games for Understanding (TGfU) is commonly known as game
sense (GS) in Australia. The aim of GS approach is to develop smart players,
not just skilled. We do this through the modification of games, smaller sided
games, teacher and student participation and through evaluating and
discussion throughout our the whole session. The GS approach in schools is
aimed to include all students, encourage discussion and reflection as well as
provide a better learning experience. The GS approach is more time
consuming, however has a positive impact on the students experience and
safety.
3. Game Sense Approach
“Teaching games for understanding attempts to develop students tactical
awareness and decision making within modified games utilising constructivist
learning principles” (O’Leary, 2016).
Also supported in O’Leary’s (2016) research is the tactical awareness that
students should be taught in order to achieve the end goal. It is important
that the skills of the game are taught through strategies and principles that
relate to the game. The modification needed for the game should depend on
the participants abilities. This is crucial for the motivation of the participants,
as the aim for GS is to ensure the correct skills are being demonstrated and
practiced. There are a lot of credible resources available, one being Richard
Light’s book Game Sense : Pedagogy for Performance, Participation and
Enjoyment. Light’s book gives a step by step guide on how to implement GS
approach for 11 different sports.
4. Rationale/Discussion
The aim of the PDHPE K-6 Syllabus is “to develop in each student the
knowledge and understanding, skills and values and attitudes needed to lead
healthy, active and fulfilling lives. In doing so, the syllabus will form the basis
for students to adopt a responsible and productive role in society” (NSW,
BOS, 2012, p. 8). In correspondence with GS approach, the aim is spot on. GS
approach develops each students knowledge and understanding through
valuable skills and techniques needed that also help promote the right
attitude to lead a healthy, active and fulfilling life.
Therefore the GS approach is fully recognised and supported as a positive
approach to teaching games and skills within primary schools. It is a positive
learning tool to use as each student is involves and supported by the teachers
influence and participation.
5. Rationale/Discussion
As a pre-service teacher and learning the positives of Game sense (GS) approach
and Teaching Games for Understanding (TGfU), I will be introducing this within my
year 3 class. This class in particular has a vast range of learning abilities which can
be quite chaotic and hard to acknowledge. However with the resources available
for GS approach I know that I will be able to have an engaged class whilst learning
new skills, games and techniques. I have learnt that modifying games and
implementing my own rules can create a positive learning environment for my
class whilst they are learning new skills.
Simple activities such as the warm up activities are fun and inviting for children
and also means that no on will miss out. There is always a role for a student who
may not be able to participate. The strengths of GS approach are present in many
studies, but actually acting it out and allowing discussion only makes the
approach more successful for your students. Most of the time, sport is focused on
purely on the skill. GS approach allows emphasis on the tactical and special
awareness as well as technique and understanding.
6. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical
Education K‐6 Syllabus. Sydney: Board of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal‐development‐he
alth‐and‐physical‐ education‐pdhpe
Light, R. (2013). Game sense: Pedagogy for performance, participation and
enjoyment. London: Routledge.
O’Leary, N. (2015). Learning informally to use the ‘full version’ of teaching
games for understanding. European Physical Education Review,22(1), 3-22.
doi:10.1177/1356336x15586177
