This is an introductory to Game Sense and how it can be applied.

1. An Introduction to
Game Sense
Developing skills and strategies within sport

2. What is Game
Sense?
Game Sense is a pedagogical approach
which aims to develop; strategy,
awareness, fundamental skills and
enhance cognitive thinking (Geogakis,
Wilson and Evans, 2015).
Game Sense involves modified games
centred around certain movements or
skills within a sport, ie, throwing,
catching or jumping. As opposed to drill
based learning, students may participate
in a game using these same skills.
Through questioning students can reflect
on key strategies and decision making
within the game
This method allows for a reduction in
disparity of skill, confidence and
cognition between students.

3. The Four
Principles of
Game Sense
Light (2014) argues there are 4 main
principles of Game Sense.
1. Providing a Physical Learning
Environment
2. Questioning to encourage discussion
and reflection
3. Collaborating and evaluating
solutions to problems
4. Positive and Supportive Learning
Environment
Through the application of these four
principles, students will develop
cognition, skill and confidence via the
game sense approach.

4. Rationale
My approach:
As a teacher it is both my passion and
responsibility to use current pedagogical
methods for my students. Game Sense
facilitates an engaging, enjoyable and
active environment within Physical
Education.
Strengths:
Game sense approach involves all
students of all abilities in the teaching
process. Students can direct the lesson
through adapting or modifying a game to
increase or decrease difficulty. This aids
in facilitating participation for students
who lack confidence or ability within the
context of PE.

5. Application
within the
classroom
Invasion based games are an ideal
activity as students can easily modify the
rules. Students can question and discuss
a variety of strategies to attempt within
the game. Additionally, a range of
fundamental movement skills can be
implemented within invasion games. This
is beneficial as these skills relate to
syllabus outcomes PD2-4 and PD2-5
(NSW Board of Studies, 2018). These
outcomes aim to refine movement, skill
and strategies in varying situations.

6. And at Home!
Positive attitudes towards PE is a
collaborative effort. Both teachers and
parents can band together to promote an
active life-style now and into the future.
Parents also use game sense outside of
school through engaging your child in
game sense activities.

7. Reference
• Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in physical education:
A case study of game sense pedagogy. Physical Educator, 72(1), 67-86. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1700478916/fulltext/F7E51D36D30A4AE4PQ/1?accou
ntid=36155
• Light, R. (2014). Quality teaching beyond games through game sense
pedagogy (University of Sydney Papers in Human Movement, Health and Coach
Education, Special Games Sense Edition). Retrieved from
https://sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-
sciences/research/research-centres-institutes-groups/adpn/quality-teaching-beyond-
games-through-game-sense-pedagogy.pdf
• NSW Board of Studies. (2007). NSW Syllabus for the Australian Curriculum: Personal
Development, Health and Physical Education (K-10 Syllabus). Sydney, Australia: NSW
Board of Studies. Retrieved
from https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-
a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=