The following resource, informs parents and teachers of the current Physical Education teaching approach being implemented in modern schools.

1. GAME SENSE
APPROACH
T H E F O L L O W I N G S L I D E S W I L L E X P L O R E T H E C U R R E N T
A P P R O A C H T O T E A C H I N G P H Y S I C A L E D U C A T I O N , W H I C H I S
T H E G A M E S E N S E A P P R O A C H .

2. WHY IS PHYSICAL EDUCATION IMPORTANT?
WHY IS IT A KEY LEARNING AREA?
WHY IS MY CHILD PLAYING GAMES WHEN THEY SHOULD BE LEARNING
TECHNICAL GAMES AND SKILLS?
Current research has identified that
as society progresses, people’s free
time becomes greatly restricted and
the choices/practices they are
engaging in, in their sparingly free
moments have great influence over
their quality of life (Constantinescu,
2013). As parents, we all wish to
promote our children’s quality of life,
and the first step, begins with a
quality physical education.
As a parent, all concerns you have
are valid and justifiable, you are
the person that protects, supports
and loves your child. By reading
this information, you will leave
here with an informed perspective
that addresses the above
questions and has you asking
critical questions relating to the
Game Sense approach we are
employing within our school.
THEREFORE, HOW DO WE ENSURE THAT OUR
CHILDREN ARE ENGAGING IN AN ACTIVE
LIFESTYLE IN THESE SPARINGLY FREE MOMENTS
?

3. THROUGH A GAME SENSE
APPROACH !
WHAT IS IT?
A Game Sense approach develops students tactical awareness and
decision making through modified games that largely reflect the skills and
game process aligning with traditional sporting games, like soccer
(O’Leary, 2016). A Game Sense approach goes beyond teaching rules
and skills that are only useful in particular contexts. This approach
promotes students critical thinking, as they understand the tactical nature
of games, and as the games are modified, all students are given
opportunity to develop fundamental movement skills in a safe,
encouraging and FUN environment.

4. GAME SENSE, LIVE IN
ACTION
https://youtu.be/65cbEoxZEUU
The following video demonstrates a Game Sense approach to teaching rugby in the
United Kingdom. The video successfully demonstrates how a sport, like rugby, can be
modified into a series of games, each addressing a particular skill and surrounding
tactics.

5. GAME SENSE AND YOUR CHILD’S
DEVELOPMENT
The big question…does it help with my child’s learning, development and engagement in
Physical Education?
When exploring the Personal Development and Physical Education Syllabus (NESA,
2014), we as teachers, are concerned with developing students’ Moving Skills and in
relation to this, providing students’ opportunity to master the fundamental movement
skills that are outlined in the PDHPE Syllabus. A Game Sense approach effectively
promotes a lesson that develops fundamental movement skills and encourages
tactical thinking so students are critical and engaging in stimulating contexts.
The following example is one lesson plan that would be utilised in a consecutive series of
lessons, building a foundation for the sport volleyball.
It successfully supports students opportunities to master an overarm throw and apply it
in a stimulating environment. Children are encouraged to reflect on what makes it
successful and the opportunities to modify their throw as a tactic for scoring. Most
importantly, the lesson plan enables opportunities to modify the game for inclusivity. If
children feel included, are they not more likely to engage wholly and develop a desire
to learn within the PE environment ?

6. Learning Intention
Develop student’s overarm throw and address
successful tactics that can be used to adapt a throw
for success, in the game of nukemball.
Link To Syllabus – Outcome
MOS3.4 – Refines and applies movement skills
creatively to a variety of challenging situations.
Fundamental Movement Skill
Overarm throw.
Link to Syllabus – Indicator
Adapts throwing action to cater for distance, accuracy and
speed.
Lesson Plan
1. Introduce nukemball – address rules, safety,
equipment, scoring and structure.
2. Create teams and begin, focusing on the FMS.
3. Continue game, focusing on identifying the tactics
students are using to score – adapting the height of the
throw, the position of the playing field they throw to, the
speed of their throw, team involvement/tactics etc.
4. Conclude game with a fun/safe mini competition.
Students to form teams and create their own tactical plan.
Teaching Notes
1. Call on students who have knowledge of nukemball.
2. Stop game at key moments. Ask students what makes
an overarm throw successful. Call on students performing
well to demonstrate, if necessary bring out the students
needing additional help.
3. Encourage students to identify tactics being used.
Modification – if game seems easy.
1. Create a bigger playing field; address why this is harder
OR
2. Use a time limit to restrict how long students can hold
ball for before throwing; address why this is harder.
Modification – if game seems challenging.
1. Create a smaller playing field, OR
2. Students have to pass the ball 3 times in team before
passing to other team; address how students need to think
of the dis/advantages of where they throw to/from.
4. During cool down, identify nukemball’s link to
volleyball.

7. HOW DOES IT DIFFER FROM OTHER
APPROACHES
Traditional approaches, like the ones you may have engaged in as a child at school or are
reflected in local sporting clubs, are organised, repetitive, mundane and driven with a
desire to win or perfect a skill. What is central to these approaches is they are generally
drill-based and are organised in a way to produce ‘elites’ through ‘elite coaching’
(Townsend, 2007).
Are all children ‘elite’ in every practice, sport or skill they learn? Am I, or even you, an elite
coach in all domains?
The answer is no.
The consequence of this practice, loss of fun, loss of interest, loss of engagement and
eventually a child who is unwilling or feels inadequate to participate.
But, with a Game Sense Approach all children are afforded opportunities to discover
themselves, their abilities and develop confidence to engage in challenging or
spontaneous experiences.
HOW WOULD
YOU PREFER
TO SEE YOUR
CHILD?

8. WHY IS GAME SENSE THE TACTICAL WAY TO
ADDRESS PHYSICAL EDUCATION?
Tactics, Tactics, Tactics!
We have addressed the tactical nature of Game Sense, as it develops critical and creative
thinkers and sportsman.
But why is it the tactical way to address Physical Education?
The greatest challenge in any field, is taking isolated mastered skills and using them successfully
and effectively in context (Light, 2013). The same too applies for sport, one can master the
skill of scoring successfully from the 3 point line on an empty basketball court, but throw that
individual in a heated setting with multiple players defending, and you will most likely not
produce the same result.
Game Sense provides all students opportunity to engage and develop as learners in a modified
version of a real life scenario. Students are learning in collaboration, as they assess the real
life experience of the game they are engaging with.
Therefore, a Game Sense approach to Physical Education is tactical, as students are learning
skills in a valuable, stimulating setting, where teachers can assess students’ physical skills,
critical thinking, group participation and socialisation.
In regards to PDHPE rationale (NESA,2014), we endeavor to create healthy individuals,
body and mind. A Game Sense approach allows us to do so by encouraging fun, and
with fun comes a desire to engage and participate, beyond the bounds of the school as
life long learns and physically active people.

9. In the 21st century, it is paramount that we as teachers and parents,
develop individuals who are able to take knowledge and skill and
apply them effectively in context. We need to develop students
who are critical and creative, skills that are essential for the
modern era. We need to encourage socialisation, collaboration
and cooperation so students can engage effectively in our ever
changing and growing society. And, we need to encourage pride,
determination and resilience in our children, so they push
themselves to be better, develop an awareness of their abilities,
and never give up when faced with adversity.
CHILDREN OF THE
FUTURE

10. REFERENCES
Adorable Childhood [Image] (2018, May 13). Retrieved May 13, 2018, from
https://www.pexels.com/photo/four-toddler-forms-circle-photo-754769/
Athletics Track [Image] (2018, May 13). Retrieved May 13, 2018, from
https://www.pexels.com/photo/brown-and-white-track-field-163444/
Baseball boy [Image] (2018, May 13). Retrieved May 13, 2018, from
https://www.pexels.com/photo/boy-in-red-and-white-baseball-jersey-tilt-shift-lens-
photography-163304/
Basketball [Image] (2018, May 13). Retrieved May 13, 2018, from
https://www.pexels.com/photo/man-dunking-the-ball-163452/
Constantinescu, A. (2013). The relationship between students’ interest for physical activities
in their free time and their health. Science, Movement and Health, 13(2) 418-424.
Girl Playing Volleyball [Image] (2018, May 13). Retrieved May 13, 2018, from
https://classroomclipart.com/clipart-view/Clipart/Sports/Volleyball_Clipart/girl-playing-
volleyball-clipart-5917_jpg.htm
Kids playing [Image] (2018, May 13). Retrieved May 13, 2018, from
https://www.pexels.com/photo/action-activity-balls-day-296302/
Knowledge [Image] (2018, May 13). Retrieved May 13, 2018, from
http://www.pexels.com/photo/
Light, R. (2013). Theorizing learning in and through game sense (pp. 24-36). Milton Park,
Anigdon, Oxon: New York: Routledge.

11. Miller, G. (2016, September 20). Rugby Game Sense Approach [Video file]. Retrieved from
https://www.youtube.com/watch?v=65cbEoxZEUU&list=PLAZgZT9STgvzZQ0qp74Y-Pmt_vtCr-arV
NSW Education Standards Authority (2014). NSW Syllabus for the Australian Curriculum: Personal Development
Health and Physical Education K-6 syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-bf3c-
d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for understanding. European
Physical Education Review, 22(1), 3-22.
Sad Child [Image] (2018, May 13). Retrieved May 13, 2018, from https://www.pexels.com/photo/boy-in-white-shirt-
and-black-track-pants-158305/
Smile [Image] (2018, May 13). Retrieved May 13, 2018, from https://www.pexels.com/photo/photo-of-woman-
holding-a-green-paper-736842/
Swimmer [Image] (2018, May 13). Retrieved May 13, 2018, from https://www.pexels.com/photo/person-swimming-
on-body-of-water-863988/
Runners [Image] (2018, May 13). Retrieved May 13, 2018, from https://www.pexels.com/photo/people-doing-
marathon-618612/
Tennis Racket [Image] (2018, May 13). Retrieved May 13, 2018, from https://www.pexels.com/photo/ball-court-
design-game-209977/
Townsend, G. (2007). Game Sense. Rugby Football Union. Retrieved from
http://www.agard.rugby.hu/letolt/EDZOI/070417ErezdAJatekot.pdf