Game Sense powerpoint

2. THE TRADITIONAL APPROACH
• Traditionally invasion games were taught by combining a set of previously mastered
skills. This compartmentalised approach to teaching PE led to the realisation
amongst academic that skills practiced out of context do not always translate into
the game itself
• In light of this, an alternative approach was developed which utilised the
constructivist method of building knowledge from the ground up (Light, 2015, p.38).
This method encouraged a holistic, enquiry based and student centred approach
and is called Teaching Games For Understanding (TGFU), otherwise known in
Australia as Game Sense (Light, 2015, p.37).

3. GAME SENSE INVOLVES:
• Learning within the context of modified games and employing
questioning instead of direct instruction
• Highlighting the intellectual dimensions of games
• Interrelated relationship between technique, skill,
tactical understanding and decision making
• It focuses on the game as a whole, not simply on the discreet
skills and techniques used whilst playing
• Game Sense involves students finding out techniques for
themselves whilst being guided through appropriate questions by
the teacher
• In essence the teacher is shifting from extrinsic learning (telling
students what to do) to the intrinsic learning (asking students
what they should do)
Curry & Light, R. (2006)
Light (2013)

4. GAME SENSE AS AUTHENTIC LEARNING
“[s]tudent-centred, inquiry-based approach on learning sports that
allows students to develop their own skills and understanding
while being actively involved in the game” (Curry and Light,
2006, p.9).
“Game Sense focuses on the game and not on the discrete skills
or techniques that traditional approaches see as needing to be
mastered before playing the game” . (Curry and Light, 2006,
p.9)

5. ENCOURAGING LOGICAL
REASONING, SOCIAL COHESION
AND PHYSICALACTIVITY
• One such application of a Game Sense approach to teaching may
be to have a teacher provide the basic outline of the game whilst
allowing students to construct specific rules and techniques based
on previous knowledge and logical reasoning (Light, 2015, p.39).
• This application was realised through the game WARP SPEED,
learned within a practical session of HPE.
• The aim of the game was to have students touch a ball in the same
order in as little time as possible.
• Approaches evolved from throwing to a designated recipient to
each student touching the ball in the designated order.
• Warp Speed encouraged thinking about inventive ways to pass the
ball as quickly as possible whilst encouraging students to get
active engaged in physical activity

6. LINKS TO SYLLABUS CONTENT
Proper utilisation of the Game Sense approach would address the following
syllabus content:
Adheres to the overall rationales of:
• encouraging an understanding and valuing of self and others
• promotes physical activity
• emphasises informed decision making leading to effective and responsible action
(Board of studies, 2007, pp. 6-7)
Stage 3 outcomes
• Communication (COS3.1 – communicates confidently in a variety of situations)
(Board of studies, 2007, p.21)
• Decision making (DMS2.2 0 - makes decisions as an individual and as a group
member) (Board of studies, 2007, p.22)
• Active lifestyle (ALS3.6 - shows how to maintain and improve the quality of an
active lifestyle) (Board of studies, 2007, p.26)
• Games and sport (GSS3.8 – Applies movement skills in games and sports that
require communication, cooperation, decision making and observing of rules)
(Board of studies, 2007, p.28)

7. MR PETERS AND THE
GAME SENSE APPROACH
Considering this innovative approach to teaching
physical education, I have chosen to adopt it into my
own style of teaching. This will specifically involve:
• A positive and encouraging attitude
• Focussing on the game as a whole, not simply on the
discreet skills and techniques used whilst playing
• Learning within the context of modified games and
employing questioning instead of direct instruction
• Creating situations which allow students to find out
techniques for themselves whilst being guided
through appropriate questions by the teacher
• Create engaging lessons focussing on student based
learning rather than a traditional teacher centered
approach.

8. REFERENCES
BOARD OF STUDIES, NSW. (2007). PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL
EDUCATION K-6: SYLLABUS. SYDNEY, AUSTRALIA: AUTHOR.
CURRY, C. & LIGHT, R. (2006). ADDRESSING THE NSW QUALITY TEACHING FRAMEWORK IN
PHYSICAL EDUCATION: IS GAME SENSE THE ANSWER? IN R. LIGHT (ED.) PROCEEDINGS
FOR THE ASIA PACIFIC CONFERENCE ON TEACHING SPORT AND PHYSICAL EDUCATION
FOR UNDERSTANDING (PP 7-19). SYDNEY: THE UNIVERSITY OF SYDNEY.
LIGHT, R. (2013). GAME SENSE FOR PHYSICAL EDUCATION AND SPORT COACHING. IN
GAME SENSE: PEDAGOGY FOR PERFORMANCE, PARTICIPATION AND ENJOYMENT (PP. 37-
47). LONDON, UK: ROUTLEDGE.