Implications

of Game

Sense in

Primary PE

ClassesJane Le 17464156

What is Game Sense?

The Game Sense is a method that develops children’s

cognitive thinking.

Game Sense is a progression of games, from simple to

complex, that are designed to accumulate and increase skill

development.

Children are exposed to learning in a new environment where

they develop the following:

• Decision – making

• Recognising the aim or purpose

• Tactics

• Problem solving

• Skill Development

Categories of Game Sense

Invasion Target Court & Net Striking & Fielding

• Time Limit

• Score more points

• ‘Invade’ into

opposite territory

• To hit or throw an

object to a target

as close as possible

in order to gain the

best possible score.

• No opposition

• To send the object

into the

opponent’s side

and preventing it

from returning.

• Score most runs

• Involves a team

who bats and a

team who fields

Examples

• Soccer

• Basketball

• Oztag

• Netball

• Archery

• Golf

• Darts

• Tennis

• Badminton

• Volleyball

• Softball

• Cricket

• T-ball

(Department of Education and Communities, 2011)

Why ‘Game Sense’?

The Game Sense approach is a useful mechanism that teaches children of certain principles of a game that will enable students to perform in the game with a better understanding.

For instance, by introducing a simple game of tag then modifying it to challenge their cognitive responses to a new environment, it will enhance their physical, intellectual and social learning. (Brookes, n.d.)

Game Sense also allows teachers to take a conventional game and revolutionize the game with a contemporary concept, it also teaches children to adapt and strategize new tactics with the modified fragments. E.g. Changing different sized balls

Strengths of Game Sense

A Game Sense approach is an effective teaching strategy that

requires children to perform within an environment that promotes

problem solving, decision making, and tactics; whilst enhancing

their socialisation skills and conflict resolution.

It benefits the teacher-student relationship because it’s approach is student-based. As teacher are modifying the games to increase the

game’s complexity, they are also there to guide, assist and shape

the learning of the children.

It implements and incorporates the Syllabus more effectively as it

does not isolate children, allows children to develop skills on their

own and challenges the students.

(Webb, 2006)

Game Sense link to Syllabus As mentioned earlier, the Game Sense approach teaches and introduces

children to new skills in order to achieve the goal of the game.

These skills outcomes can be easily identified in the PDHPE K-6 Syllabus.

Students develop the abilities to:

Moving Problem-Solving Communicating Interacting Decision-

making

• Move

effectively in

response to

different

situations/env

ironments

• Observe

problems and

identify

solutions or

alternatives

that will

reflect in their

results

• Learn to be a

mediator

• Respective

listener

• Work

cooperatively

• Assist in group

activities

• Making

appropriate

choices that

will benefit

• Making

collective

decisions for

a common

goal

Reference

Department of Education and Communities. (2011) Game sense approach

to practical lessons. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/as

sets/pdf/pa_002.pdf

Brookes, L. (n.d.). How the Game Sense Approach in Physical Education

can develop Cognitive Thinking. Retrieved from

http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game

%20Sense%20Approach%20in%20Physical%20Education%20can%20Develo

p%20Congnitive%20Thinking_Leanne%20Brookes_0.pdf

Webb, P.I. (2006) Teaching Games for Understanding (TGfU) in primary and

secondary physical education. Wollongong, Australia: University of

Wollongong.