2. WHAT IS GAME SENSE?
• Game sense involves a constructivist view of learning that
encourages questions and conversation rather than instructions.
• Game sense shifts values from skill-driven and coach-centred
gaming, to player-centred and skill appreciated gaming.
• Through this, students can develop their own skills and ways of
learning, using these through games played in PE. This allows
students of all physical abilities to use their skills to their desired
advantage and take part in the games played at school.
(Reid & Harvey, 2014)
(Light, 2012)
3. • Game sense not only encourages individual abilities, but also
encourages and develops decision-making and skill adaption
(in relation to each game played) within students.
• Games can be modified to suit the students, their ability levels
and overall understanding of each game played.
• As game sense encourages the interaction of all abilities, the
focus is continuously on the game and the skills that each
student can bring to it, rather than how effectively the game is
played.
• Light (2012) states that only through the adaption of game
sense has learning in games become the main goal of the
practice, rather than how well the games are played.
(Light, 2012)
4. GAME SENSE RATIONALE
• I believe that game sense is an effective way of teaching games and sport, as it
encourages individuals with all abilities to be involved, and provides them with
the positive support needed for developmental learning and appreciation.
• Game sense coordinates with the syllabus content outcome of GSS3.8, as
teamwork, skill and fair play are the main focus, with the combination of
students’ skills creating an inviting and effective mode of teaching.
• In relation to personal identity, outcomes V1, V2 and V3 of the BOS, PDHPE
syllabus connect with the nature of game sense, as appreciation of self in
physical and mental form, valuing fair play, and valuing the need to work
cooperatively with others are major highlights of game sense and its overall
focus.
(BOS, NSW Syllabus, 2007)
5. STRENGTHS AS A TEACHING APPROACH
• Through its focus being the invitation of all ability and skill type
students, game sense is the most approachable teaching
technique within the PDHPE system, as it provides all students with
equal focus and opportunity for learning.
• As learning is considered to be a social process, the integration of
team work is vital for students to develop the appropriate amount
of cooperative learning and involvement needed when playing
games. Game sense has been linked to building confidence, and
through this, improves the social skills of students involved with
the game sense pedagogy.
(Reid & Harvey, 2014)
6. USING GAME SENSE AS A
FUTURE TEACHER
• I will be integrating the pedagogical approach of game sense in my
future PDHPE lessons as a future teacher, as I believe it to be a
constructivist technique that provides fair play and equal opportunity
for all students involved.
• As game sense has changed the focus of learning and teaching within
the last decade, student-centred learning will be continuously
encouraged throughout all forms of gaming and sports, with individual
appreciation remaining the main focus of the approach.
(Reid & Harvey, 2014)
7. REFERENCES
Board of Studies, NSW. (2007). Personal development, health and physical education K-6:
Syllabus. Sydney, Australia
Light, R. (2012). Game sense: Pedagogy for performance, participation and enjoyment:
New York, USA: Taylor and Francis
Reid, P., & Harvey, S. (2014). We’re delivering game sense… aren’t we? Sports Coaching
Review,
3(1), 80-92. DOI: 10.1080/21640629.2014.967519
