IS GAME SENSE

NONSENSE?
By Amanie Gebara
17498483
 First some history..
The traditional approach of Physical Education (PE)
was to teach the skills of sport in an isolated manner -
students are to master the skills required for a game These factors have been found to be
before playing and participating in it.
positively correlated with (Davey,

E.g. Students will learn skill to dribble before 2012):

playing basketball, or a generation of unskilled children:
how to catch before becoming a goal keeper in untrained at basic movements and
soccer
skills such as throwing, running and

Researchers have found that this method and jumping

approach: a decline in physical activity:
x excludes and marginalizes students who are less
children are not meeting the
skilled and less confident (Light, 2013, p.43).
recommended 60 minutes of
x Prevents students having relevant or meaningful
experiences in PE. physical activity requirement
x Eliminates the social element of sport (<50%)
x Is teacher-centred low fitness levels and,
 We offer an alternative.

GAME SENSE!
Game sense is an approach to modified sport were skills are not abandoned
and separated but developed in the context of the game (Georgakis, Wilson
& Evans, 2015).
Game Sense is an PE approach that moves away from the traditional
approach
Game sense involves (Light, 2012):
A refinement in skills that occurs in a game-like situation,
the participation of ALL students,
greater social engagement, and
a student centred pedagogy
Is Game Sense effective?
Game sense:
Uses modified game concepts to develop not only
the skills demanding in the game but also tactics
and strategies (Mitchell, Oslin & Griffin, 2003;
2006).
Accommodates for all students ability levels through
the simple modification of games from easy to hard
(Light & Robert, 2010).
Designed to minimize domination by individuals and
maximise inclusion (Light & Robert, 2010).
Encourages the development of thinking players
and problem solvers (Light, 2013)
Yes!
Related PDHPE BOSTES (2012)
Outcome
IRS3.11 Describes roles and
responsivities on developing and
maintaining positive relationships.
Identifies their roles and responsibility
with groups e.g. family, friends team
and class
GSS3.8 Applies movement skills in
games and sports that require
communication, cooperation, decision
making and observation of rules.
Participates in games and sports
combining strategy, teamwork,
movement skill and fair play.
Combines a series of skills for use in a
game, e.g. run, kick, catch and pass
Develops strategies for effective
teamwork
What do the students say ?

Its Fun!
Danish teenagers report enjoying creating their own games, describing it as
interesting and useful (Laursen, 1997).
Children in Hong Kong were extremely involved in their gaming lessons and has a
greater preference for skill-based content through games over drill-driven content
(Liu & Thorpe, 1997).
Singaporean students found lessons integrating the Game Sense approach was
making their experiences more fulfilling and enjoyable unlike that of traditional
methods (Fry, Tan & Wright, 2010).

New Zealand students found their motor skills developed in their primary years
increased their engagement with physical activity in adulthood (David et. al., 2008).
Australian student report an improvement in attitudes toward cricket and softball,
as well as an improvement in their social relationships within the class (Chen &
Light, 2006).
 How would teachers implement this at my child's school?
With the right motivation and
your childs best interest in
mind!
The student-centred approach means we will be putting your childs needs in focus.
The teacher will be the facilitator of learning (Georgakis, Wilson & Evans, 2015):
providing your child opportunities to become more engaged in physical
activities
Introducing your child to a sport through progressive sequences of modified
games
Cater for the skill level of your child by minimising the role of dominant
individuals
Giving consistent feedback to maximise their learning
Asking questions as the modified games get more complex about their
tactics and strategies to encourage problems solving techniques and
encouraging team discussions
Your child will be encouraged to be creative, cooperative, and collaborative with his
fellow peers and classmates.
Where can we get more information?

Here are some links to

webpages and videos!

https://www.sportingschools.gov.au/resources-and-pd/schools/p
laying-for-life-resources/game-sense-approach
https://www.google.com.au/search?q=gane+sense&ie=&oe=
https://www.youtube.com/watch?v=IinUPmrIyRc
https://www.youtube.com/watch?v=HcC3rnr7XzY

Game Sense = Common

 REFERENCES

Board of Studies, NSW. (2012). NSW syllabuses for the Australian curriculum: English K-10. Sydney, Australia: Author.
Butler, J. (2005). TGfU Pet-agogy: Old Dogs, New Tricks and Puppy School. Physical Education and Sport Pedagogy, 10(3): 225-240.
Chen, S., & Light, R. (2006). 'I thought I'd hate cricket but I love it!': Year six students' responses to Game Sense pedagogy. In Youth Sport in Australia and New
Zealand. Light, Richard and Pope, Clive (eds).]. Change (Sydney, NSW), 9(1), 49.
Chen, S., and R. Light. 2006. Year six students responses to Game Sense pedagogy. Change: Transformations in Education 9, no. 1: 4958
Davey, M. (2012, July 24). Can't run, can't throw - motor skills wide of the mark. Dail Advertiser. Retrieved from http://www.dailyadvertiser.com.au/story/142373/cant-
run-cant-throw-motor-skills-wide-of-the-mark/
David, R., Willson, L., Stans, L., Lui, E., &Light, R. (2008). Game Sense: Incredible Innovation or Good Coaching?. New Zealand Physical Educator, 38(1), 8.
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Light, R. L., & Robert, J. E. (2010). The Impact of Game Sense Pedagogy on Australian Rugby Coaches Practice: a Question of Pedagogy. Physical Education and Sport
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Liu and Thorpe (1997) Liu, Y. K.R. and Thorpe, R. D. 1997. The introduction of a cognitive approach to games teaching in Hong Kong. In Proceedings of the World
Conference on Teaching, Coaching and Fitness Needs in Physical Education and the Sports Sciences, Edited by: Walkuski, J. J., Wright, S. C. and Tan, K. S.S. 12530.
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