How does Ms Moir teach Physical Education (PE)?
When teaching PE, I use a game sense teaching approach and focus
on the students having fun, getting active and having a go, through
playing games.
Q. You might ask, if they are just playing games all the time, when will
they learn how to throw/kick/strike a ball?
A. The Syllabus requires that I teach the fundamental movement skills
of the hop, side gallop, overhand throw, kick and two handed strike
(MOS1.4, ALS1.6 Board of Studies NSW, 2007). A Game sense
teaching approach means these skills will be learnt in and through
playing modified games. I design activities that replicate game
conditions and help develop fundamental movement skills as well as
tactical understanding and the decision making aspects of the game.
Ms J. Moir
What is Game Sense ?
• Game sense is a teaching approach to PE that places the
student at the center and focus of the activities.
• MODIFIED GAMES
• The teacher modifies games so students can develop
their fundamental movement skills in a fun way, whilst
also learning the tactical aspects of the game (Pill,
2014).
• In game sense, learning is incrementally increased by
building and scaffolding upon previous learning (Light,
2012).
• TEACHER QUESTIONING
• The teacher guides the players by asking questions. At
appropriate points, the teacher stops the game and asks
tactical questions (for example, what strategies did you
use when you had the ball? Which one worked? Why?)
• SUPPORTIVE ENVIRONMENT
• An inclusive, supportive environment is created. Students
have confidence to make changes and try new things.
They are not afraid to make mistakes and learn from
them.
An example of teaching with a Game Sense approach
• * For example, I will modify the game of basketball to develop the skill of overarm throwing, catching and bouncing a
ball (required to be taught by the syllabus, GSS1.8, Board of Studies NSW, 2007)
• * The first activity- ‘Tag ball’ (team with the possession of the ball eliminates opposing players by tagging them with
the ball. Players cannot run with the ball and tags must be done while still holding the ball).
• While playing the game, students develop passing and catching skills as well as decision making and tactical
knowledge.
• In game sense, the teacher’s role is not like a traditional coach who directs students, rather I may stop the game
intermittently and ask questions to promote and encourage the development of skills. For example, ‘What tactics can
you use to tag opposing players?’
• The second activity- ‘Piggy in the middle’ (Two players in possession of the ball try to make as many passes to each
other in 60 seconds with a single defender attempting to intercept the ball).
• This activity builds upon the prior development of throwing and catching to include the aspect of offensive and
defensive concepts. The teacher asks questions which stimulates students to move into the best position for passes
and intercepts developing students skills and tactical understanding.
• The activity is then further extended to introduce dribbling (bouncing the ball). Because dribbling is a demanding skill,
it may require a little direct instruction from the teacher during the game. If the dribbling skill requires further
development, students will play a different game that targets the development of the dribbling skill. Further activities
will continue to increase in complexity, culminating in playing a slightly modified version of basketball.
• (adapted from Light, 2012)
Why Game Sense?
It makes PE fun! Kids love to play games! Using a game sense approach to teach
PE encourages students to enthusiastically engage in PE. When students are
engaged they learn more.
GAME SENSE APPROACH= MORE LEARNING
There is a research study that found some students were not happy to play modified games (using a game sense approach) and just
wanted to play the ‘real’ game (Brooker, Kirk, Braiuka, & Bransgrove, 2000). However, I believe the cultural context of 1M is different to the
research study class and am confident 1M will be enthusiastic to play the modified games.
Game Sense strengthens a student’s sense of competence, because each game
provides scaffolding to the subsequent game slowly building in complexity.
Students develop their skills in line with the demands of the activity. This also has
a positive impact on engagement as students are armed with the necessary skills
to ‘have a go’ at the activity.
Games sense allows for games to be modified so all students (regardless of
sporting ability) have the chance to ‘win’ so all students have the opportunity to be
successful thereby experiencing the enjoyment of physical activity and developing
a life long love of physical activity.
ALL STUDENTS ARE STARS & HAVE A CHANCE TO SHINE!
MORE REASONS TO USE A GAME SENSE APPROACH
Game Sense encourages student autonomy over their behavior and goals.
Autonomy is supported by the teacher using non controlling language and
refraining from directives and commands.
Collaborative learning may be encouraged by Game Sense. Games may be
modified to encourage team work and communication between students. This
facilitates a sense of connection between students and increases wellbeing.
Game Sense encourages learning in three areas (not just a targeted physical
skill).
1. PHYSICAL SKILLS (hop, side gallop, overhand throw, kick and two handed
strike)
2. KNOWLEDGE (problem solving, decision making, tactical thinking)
3. ATTITUDE AND/OR EMOTIONAL SKILLS (cooperation, communication,
emotional development of dealing with feelings evoked from winning/losing,
respect for rules/officials
REFERENCE LIST
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney: Board of Studies.
Brooker, R., Kirk, D., Braiuka, S., & Bransgrove, A. (2000). Implementing a Game Sense Approach
to Teaching Junior High School Basketball in a Naturalistic Setting. European Physical
Education Review, 6 (1), 7-26.
Light, R., (2012). Game sense pedagogy for performance, participation and enjoyment. New York:
Routledge.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 1-19.
