Power Point for weebly

2. What is Game Sense?
• Game Sense approach is student centred where students are
encouraged to be active as well as thinking critically.
• Game Sense uses questioning to stimulate thinking skills (Light,
2004).
• Game Sense approach games are categorised into invasion
games, target games, striking games and net/ wall games
(Light, 2013).
• The Game Sense approach places a strong emphasis on skill
development through decision making, problem solving and
higher order thinking.
• Game sense approach promotes guided discovery of skills.

3. Fundamental Movement Skills
• The 12 fundamental movement skills are foundational for a range of
physical activities (Department of Education and Training, 2000).
• These fundamental skills are categorised as:
-Locomotor skills which include running, jumping, hopping, skipping,
galloping, leaping and dodging (Department of Education and Training,
2000).
- Non-locomotor skills which include static balancing, bending, swaying,
twisting and turning (Department of Education and Training, 2000).
- Manipulative skills which include catching, throwing and kicking
(Department of Education and Training, 2000).
• The Game Sense approach can be used to help develop and teach
fundamental movement skills.

4. Why is Game Sense important?
• Game sense approach allows students to inquire, problem
solve and raise questions (Pill, 2013).
• It is inclusive and can be modified to suit different learning
needs.
• It promotes creativity, engagement and students are able to
discover skills through their participation.
• Game sense approach promotes team work, cooperation and
learning of movement skills.
• Students are discovering skills which can be applied to a range
of situations and games.
• This can build a strong foundation for lifelong skills and
learning.

5. The Strengths of Game Sense
• Game sense allows modification and can be adjusted to suit the
learning needs of students.
• Students are able to gain a deeper understanding of the game, the
objectives and what is required to participate in the game
successfully.
• The students are able to work towards the type of skills required to
reach that objective.
• The students can apply this new skill into a different game or
situation.
• The students are physically active and using critical thinking skills.
• Students are able to problem solve, work in a team, question, inquire
and make decisions.

6. PDHPE Syllabus Content
• The Game Sense approach is aligned with the NSW K-6 PDHPE Syllabus
(Board of Studies, 2007).
• This can be seen through the following outcomes:
 ALS1.6 Participates in physical activity, recognising that it can be both
enjoyable and important for health (Board of Studies, 2007).
 GSS1.8 Performs fundamental movement skills with equipment in minor games
(Board of Studies, 2007).
 GSS2.8 Participates and uses equipment in a variety of games and modified
sports (Board of Studies, 2007).
 GSS3.8 Applies movement skills in games and sports that require
communication, cooperation, decision making and observation of rules (Board
of Studies, 2007).
• These outcomes will be used to guide Game Sense teaching approaches.

7. Reference List
Board of Studies, NSW. (2007). Personal development, health and physical
education K- 6: Syllabus. Sydney, Australia: Board of Studies.
Light, R. (2004). Coaches' experiences of Game Sense: opportunities and
challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
Light, R. (2013). Game sense: Pedagogy for performance, participation and
enjoyment. New York, USA: Routledge.
NSW Department of Education and Training. (2000). Get skilled, Get active: A K-6
resource to support the teaching of fundamental movement skills. Ryde, Australia:
NSW Department of Education and Training.
Pill, S. (2013). Play with purpose: Game sense to sport literacy. Hindmarsh, SA:
Australian Council for Health, Physical Education and Recreation.