The use of a Game sense approach for teaching and coaching,

essentially uses games as the focus of the lesson. In order to focus on the
game, and not on the technique practiced. The players need to be
more aware of the decisions made when playing the game; but also to
think critically about the games ideas while developing the skills needed
when having fun. (Towns, 2002, pg.1).
Whilst the technique itself is extremely important, when it is taught in
isolation, students do not have to take into account any factors in
executing the skill such as the selection of different passes or how to
deceive a defender (Towns, 2002, pg.1). Thus, developing technique is
essential, however that does not mean that there are more skills
involved when a technique selected will have a positive effect; often
this is unrelated to the game and disregards individual needs.
When using Game sense, students must first be capable of
understanding the form of the particular game and will then be led to
recognise the problems solved, which are unique to that particular
game (Towns, 2002, pg.1). Therefore, the students should develop an
understanding of the essential rules which shape the game.
In order to get a more boarder understanding of
Game Sense, we can look at the book Game Sense
Pedagogy for Performance, Participation and
Enjoyment by Richard Light, which states the
following At its most basic level taking a Game
Sense approach involves designing a game or
sequence of games to achieve particular outcomes,
asking questions to stimulate thinking and reflection,
and ensuring that there are opportunities for group
discussion, collaboration and the formulation of
ideas/solutions that are tested and evaluated (Light,
pg. 48, 2012).
In stating this, we can say that Game Sense not only
allows us as teachers to develop a game that
students will enjoy, but also have set outcomes that
students will achieve through physical development
and critical thinking.
Game Sense is in a way important to all schools and
teachers, as it opens opportunities for open and
ended discussions that students can benefit from, as
it combines ideas and solutions together that will be
tested by the class and evaluated upon.
Another broader understanding of Game Sense approach is seen
through the journal article Coaches' experiences of Game Sense:
opportunities and challenges that states the followingGame
Sense contextualises learning within games or game-like situations.
It focuses on the game and not on the technique (Light, 116, 2006).
Here we are able to see that Game Sense focuses on the game not
on the technique of the game. This then allows teachers, as well as
students to let room for discussions and evaluations to be made,
having an open ended discussion; where the teacher and students
can talk about ways to improve the game making it more effective.
Game Sense is an Australian variation of TGFU developed by the
Australian Sports Commission in collaboration with Rod Thrope and
Australian coaches in the mid-1990s (Light, pg.116, 2006). This
statement provides some background important on Game Sense
approach.
Research on tactical approaches to coaching such as Game Sense
suggests that they offer a useful means of improving the cognitive
dimensions of play without detracting from skill development (Light,
pg.117, 2006). Here we can see that research has been done within
the journal article on Game Sense suggesting that it offers a wider
variety on cognitive dimensions of play without leaving room for skill
development.

P.D.H.P.E provides students
with skillful and engaging
wider developments of sport
where they can improve and
learn news skills needed.
It enhances their physical,
cognitive, emotional, growth
and development as children.
It lets them understand the
use of safe and healthy living,
as well as personal health
choices.
Therefore, Game Sense allows
students to develop new skills
while playing the game,
which mostly occurs after the
students have been
introduced to the game
played.

Game Sense is one of the most
important approaches to teach,
as it provides teachers and
students with open ended
discussions on how to reflect,
improve and evaluate the
game.
It also focuses on the game, not
on the technique of the game
making it more effective for
students to improve their skills
and critical thinking of problems
solving and assessment.
Game Sense has it strengths within teaching, as it allows room for both teachers
and students to discuss strategies on how to change the game, making it more
effective.
The teacher in this sense, gets the students critically thinking in a way bringing their
thoughts and ideas together. This is most effective when improving the games
strategies, rules, and communication.
This also allows the teacher to assess the level of participation within the game,
thus, as the role of a teacher they can stop or pause the game to discuss and
evaluate on strategies used, so that everyone is involved by asking the students
questions and getting back their responds by integrating it into the game.
This then allows the students to use their imagination and critical thinking about
the game itself, not its techniques.
Therefore, two examples that explain this is distinguished between traditional tort
games, which is simply demonstrated through the teacher informing the students,
for example how to dribble a ball in basketball, or how to kick a ball in soccer.
Thus, this type of explanation does not allow room for exploration nor
development, when it comes to students developing skills within sporting activities,
as there is no give or take process.
The other example is using Game sense within sport, by the teacher telling and
showing the students how to play the game or action and allowing them to
explore and develop skills by focusing on the game, rather than the technique
used. In comparison to the example above the use of Game sense approach is
very effective within itself, as it allows room for skill development, which students
can improving upon; compared to the traditional tort games that are always
focused on the technique not the game itself.
Game Sense within sport is very effective for teachers, because it
focuses on the game and only the game, not on its techniques but
rather the use of students integrating skills, knowledge and critical
thinking to make the game more effective.
Teachers can look at the Game Sense Model, which displays different
steps that include game and the learner, the game appreciation, the
tactical awareness, the appropriate decisions, the skill execution, and
the performance. All of these steps allow the teacher to think about
the game and the learner in terms of their performance and their skill
within the game.
The Model is very effective within itself as it shows what Game Sense
can do and how we can apply and integrate it within school sports.
Therefore, the strengths of Game Sense approach for teachers is that
it is all about the student and how well they develop game
appreciation, decision making, skills, and performance by integrating
it within the game to show students that it is all about the game and
the level of performance involved, not the techniques used.
Teachers can thus, take a variety of strengths from the Game Sense
approach as they focus on their students level of performance, not
the techniques used in the game, but rather on how well the students
develop and engage within the sport to grasp those cognitive
dimensions.
References
Towns, J. (2002). About Game Sense. University of
Wollongong.
Light, R. (2006). Game Sense: Pedagogy for Performance and
Enjoyment.
http://reader.eblib.com.au.ezproxy.uws.edu.au/(S(w1yy42ohr
g5f5waqfiwus3ba))/Reader.aspx?p=981715&o=121&u=H1AM
WiP1XiEZ2sOSFOBDHw%3d%3d&t=1411360174&h=5A477BD247
A95074AD7B0E52850BE243E55CCDF8&s=15516625&ut=366&p
g=1&r=img&c=-1&pat=n&cms=-1&sd=1
Richard, L. (2006). Coaches' experiences of Game Sense:
opportunities and challenges: Opportunities and challenges,
Physical Education and Sport Pedagogy, 9(2), 115-131. DOI:
10.1080/1740898042000294949
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