The Game

Sense
Approach
 What is the Game Sense Approach?
• The Game Sense Approach is a student-centred instructional approach that
emphasises the importance of developing students’ game tactics and decision making
skills (Breed & Spittle, 2011).

• The main focus of the approach is facilitating authentic learning environments where
students are taught skills in context of the game rather than teaching skills in
isolation (traditional approach) (Forrest, Webb & Pearson, 2007).

• Students are encouraged to progress from tactical understanding (asking how

questions) to technical skills (asking why questions) rather than the other way
around (Breed & Spittle, 2011).

• The Game Sense Approach breaks down a game into smaller/modified games which
are adapted to meet the diverse needs of learners. When teachers set up games, they
think about the age of their students, their abilities and their motivation levels
(Forrest, Webb & Pearson, 2007).
 How is the Game Sense Approach
different to the Traditional Approach?
Traditional Approach Game Sense Approach
Students: Students:
• will engage in a quick warm up. • will engage in a quick warm up.

• will practise individual skills in isolation of the
game and then team skills that are usually about
technique.
• Students play the game.
• will play modified, structured games with a focus
on maximising player participation.
• will learn skills and strategies in context of the
game.

• Students will cool down. • pause as the teachers ask them guiding
questions that help them think intellectually
about their tactical, perceptual and decision
making strategies.

• will progress to play more challenging games as

the teacher alters the time, space, rules and
equipment.

• will repeat the game sense cycle.

(Munns, N.D.)
What are
the four
Game
Sense
(Australian Sports
Commission, 2019)

categories?
• Invasion Games teach students attack and defence
strategies. Students learn how to invade an opponent’s space
and block and occupy space.
• Striking and Fielding Games teach students to strike ball
away from fielders to allow for maximum time to run and score
points. Also teaches fielding team strategies where students
learn how to occupy space on a field to minimise running time
of opponent.
• Net and Court Games teach students to place ball away from
opponents and occupy positions to minimise the distance to an
opponents shot.
• Target Games teach students strategies to move an object
forward with a high degree of accuracy at a target

(Breed & Spittle, 2011)

 What would a Game Sense lesson
look like?
Video: (Australian Sports Commission, 2015)
Base run develops skills of moving
into space and relies on passing and
catching skills. Defenders have to
‘close down’ space and attackers have
to find space and choose between
options (bases).
(Australian Sports Commission, 2015)
Questions the teacher may ask
the students:
• How did you work as a team to
successfully stop the attacker from
crossing the line?
• Which sort of passes helped you move
the ball around the court quickly?
• What other games have you played
where you used similar techniques to
try to stop a defender from moving
down the court/field?
• What tactics worked best for the
attacker in order to avoid the
defenders? (Australian Sports Commission, 2015)
 How will your children benefit from
the Game Sense Approach?
Your children will:
• learn how to problem-solve
• learn how to work cooperatively with their peers.
• feel empowered to think for themselves.
• feel intrinsically motivated because the Game Sense sessions
are both challenging and enjoyable.
• learn how to think tactfully.
• develop their perception and decision-making skills.
• feel included because the approach modifies rules to
accommodate for all skill levels.
• be moving their body for the whole lesson instead of waiting for
their turn.
(Light, Curry & Mooney, 2014)
 How does the Game Sense Approach
fit into the PDHPE Syllabus?
• The Game Sense Approach aligns with the NSW PDHPE K-10
Syllabus in a number of ways:
NSW PDHPE k-10 Skill Domains
Self-management Skills
Self-management skills include decision-making, problem-
solving and help-seeking skills which are important for
managing healthy, safe and active lives. (NESA, 2018, p. 27) students’ tactical awareness to the forefront of the game where
Interpersonal Skills
Children and young people develop interpersonal skills
through interactive experiences that involve various forms
of communication and collaboration.
(NESA, 2018, p. 28)
Movement Skills
Developing fundamental and tactical movement skills in
PDHPE provides students with the opportunity to acquire
and master a range of movement skills…
(NESA, 2018, p. 29)
How these objectives are addressed through the Game
Sense Approach
The game sense approach gives a high degree of importance to
higher order thinking skills.
Guided questions posed by the teacher during sessions brings
students are required to make decisions about game tactics.
(Light, Curry & Mooney, 2014)
Students are given the opportunity to interact with their peers
and work cooperatively as part of a team to achieve a common
outcome. For example, during a Game Sense game, student will
usually come together and work cooperatively to develop tactical
solutions to arrive at a desired outcome. (Light, Curry &
Mooney, 2014)
Students participate in modified, structured games with a focus
on maximising player participation that increase in difficulty as
students’ skill levels develop. (Munn, N.D.)
 References
Australian Sports Commission. (2019). Game sense approach. Retrieved from
https://www.sportaus.gov.au/p4l/game_sense_approach

Breed, R., & Spittle, Michael. (2011). Developing game sense through tactical learning : A resource for
teachers and coaches. Cambridge ; Port Melbourne, Vic.: Cambridge University Press.

Forrest, G. J., Webb, P. & Pearson, P. (2007). Games for understanding in pre service teacher education: a
'game for outcome' approach for enhanced understanding of games. In R. Light (Eds.), 2006
Proceedings for the Asia Pacific Conference of Teaching Sport and Physical Education for
Understanding (pp. 32-44). Sydney: University of Sydney. Retrieved from
https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=
1657&context=edupapers

Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical
education. Asia-Pacific Journal of Health, Sport and Physical Education, 5:1, 67-81.

Munns, D. (N.D.). Game Sense Ideas for Basketball [PDF File]. Basketball Tasmania. Retrieved from
https://coach.basketball.net.au/wp-content/uploads/2017/09/BTAS-Game-Sense-Ideas-for-
Basketball.pdf

NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education
K–10 Syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-
dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=