A PowerPoint presentation explaining the reasons and benefits of a game sense approach, when teaching Physical Education in a primary school classroom.

1. GAME SENSE
APPROACH
W H Y I S I T U S E D TO T E A C H P E ?

2. WHAT IS A GAME SENSE APPROACH
• A game sense approach attempts to apply skills developed and teacher aims
through a games modified approach, to cater for all learning abilities. A game
sense approach attempts to focus on the game rather than a specific skill (Light,
Curry & Mooney, 2014).
• Game sense approach aims to identify instructive features and characteristics
through the playing of games (Light et al., 2014).
• A game sense approach changes the style of learning to a more productive one,
where students individually explore problems and make decisions, as a result,
allowing for new knowledge and movement solutions to emerge (Pill, 2011).
• A games sense approach was introduced, as students would develop good skills
but struggle to achieve these skills in a game based environment (Light et al.,
2014).

3. BENEFITS OF A GAME SENSE
APPROACH
• Game sense approach incorporates a number of different pathways, one that
has proven to be most beneficial is a ‘mid size approach’. (Pill. 2011).
• A ‘mid-size’ approach involves a small number of players and a limited amount
of rules. As the game progresses and understanding develops, the game is
gradually modified by adding addition rules, concepts or techniques.
Therefore, instructing students to play with a purpose (Pill, 2011).
• Sport, is a valuable part of children and young people’s lives, it allows them to
build on human growth experiences to help them in fitting into society and
becoming sensible citizens. By incorporating a game based approach it makes
an important contribution to developing these outcomes for students (Light,
2012).

4. GAME BASED APPROACH TO DEVELOP
FUNDAMENTAL MOVEMENT SKILLS
• The fundamental movement skills consist of 12 movements, and are essential for
students to be able to participate in a lifetime of physical activity, and sport effectively
(NSW DET, 2000).
• Game sense approach allow teachers to develop various fundamental skills through
the element of a game such as, invasion games e.g. piggy in the middle.
• Fundamental movement skills include:
1. Static balance 7. Skip
2. Sprint run. 8. Kick
3. Vertical jump. 9. Two-hand strike
4. Catch 10. Dodge
5. Hop 11. Overarm throw
6. Side gallop. 12. Leap

5. RATIONALE
• By teaching physical education through a game based approach, it contributes
to developing important knowledge and skills to further assist students to take
positive action towards their own health, safety and wellbeing, as well as others
around them (NESA, 2018).
• Game based approach helps students engage in a collaboratively way when
learning and promotes teamwork, communication, decision making and
problem solving skills. As a result, students develop a foundation to actively
contribute, beyond school, to the community and others to advocate healthy
lifestyle choices and a positive wellbeing (NESA, 2018).
• Various game based activities such as invasion and net and or court games,
aim to provide students with meaning and purpose, in a certain game or sport,
assisting students to develop understanding as well as skill (Light et al., 2014).

6. AN EXAMPLE OF A GAME SENSE
APPROACH TO EXPLAIN ITS STRENGTHS
Invasion Game
1. A square area is set up and the students are split into
two teams.
2. To score a point the yellow team has to pass the ball to
their yellow goalie on the line and vice versa for the red team.
Rules are that students cannot travel with the ball,
hold it for more than three seconds, or drop it.
Students can attempt to intercept the ball off the other team.
Students in goal can only move along the line.
mThe students
This game focuses on fundamental movement as well as decision making and communicating skills. Students are
engaging in fundamental movement skills such as throwing, catching, vertical jumping, sprinting, and dodging.
Students make decisions on who to pass it to, and where to position themselves for a pass. Students also
communicate about strategies that can be used to defend, such as marking a certain player.

7. REFERENCES
NSW Department of Education and Training. (2000). Get Skilled: Get active. Retrieved
from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_
get_active_booklet.pdf
Light, R. (2012). Game Sense: Pedagogy for Performance, Participation and Enjoyment.
Routledge
Studies in Physical Education and Youth Sport.
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality
teaching in
physical education. Asia-Pacific Journal of Health, Sport and Physical Education,
5(1), 67-81.
Pill, S. (2011). Teacher engagement with teaching games for understanding - game sense
in physical
education. Journal of Physical Education and Sport, 11(2), 115-123.
NSW Education Standards Authority. (2018). Personal Development, Health and Physical
Education K-10 Syllabus [PDF]. Sydney.