G A M E S E N S E I N M S G O R D O N ’ S Y E A R 4 P D H P E C L A S S R O O M

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)

• 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)

SO, WHY USE THE GAME SENSE APPROACH?• 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)

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. This means that students in my class have equal opportunities to play all games and sports no matter their ability or physicality. • 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)

USING GAME SENSE IN THE CLASSROOM

• I use game sense in my PDHPE lessons, as I believe it to be a constructivist technique that provides fair play and equal opportunity for all of my students. It provides my students with understanding of team work and the motivation to try new things.• As game sense has changed the focus of learning and teaching within

the last decade, student-centred learning will be continuously encouraged throughout my PDHPE classes, with individual appreciation remaining the main focus of my approach.

(Reid & Harvey, 2014)

REFERENCESBoard 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