2. WHAT IS GAME SENSE?
• Also known as teaching games for
understanding (TGFU)
• Game-sense is a
teaching approach
that focuses on
the development
of tactical and
strategic thinking
through the use of
games.
3. HOW GAME-SENSE WORKS
• It works by manipulating and modifying aspects of
time, risk or space within games
• Allows students to learn as they play and question
why as opposed to how
• The approach assists skill
development by allowing
students to capitalise on
opportunities which arise
within a game
environment.
4. WHY IS GAME-SENSE IMPORTANT?
• Inclusive for all students regardless of ability
levels
• Games can be modified to suit varied skill levels
• Always introduces new
techniques making
games fun and engaging
• Uses minor skills to build
skill competency
5. WHY DO WE USE GAME-SENSE IN
6M?
• Student-centred
• Everyone can participate and succeed
• Individual needs are met
• Effective way of
developing skills
• Fun and engaging
• Focuses on student’s
learning
6. STRENGTHS AS A TEACHING
APPROACH
• Non-directive teaching approach
• Involves the use of questioning to stimulate student thinking
• Allows students to understand the ways in which many skills &
tactics are transferable across different games/sports
• Challenges students to reflect
on participation
• Assists skill development in an
enjoyable context
• Challenges students to become
autonomous thinkers through
problem-solving, decision-making,
spatial awareness, and
risk-taking
7. REFERENCES
Pill, S., (n.d.). Teaching games for understanding. Australian Council for
Health, Physical Education and Recreation. Retrieved October 2,
2014, from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_g
ames_for_understanding
Games sense approach to practical lessons. (n.d.). Retrived October 2, 2014,
from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/asset
s/pdf/pa_002.pdf
Light, R. (2004). Coaches' experiences of Game Sense: opportunities
and challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
Retrieved October 2, 2014, from http://www-tandfonline-com.
ezproxy.uws.edu.au/doi/full/10.1080/1740898042000294949
