Game Sense Presentation

1. Game Sense
What Is Game Sense?
Student Centred & Inquiry-Based Approach
- Students answer questions through
activities
- Students engage in problem-solving
- Students contribute to lesson content
Inclusive and Challenging
- Students determine way top achieve success
- Incorporates differentiation for students of
all levels
- Provides an inclusive learning environment

2. Role of the Teacher
- Disregards traditional instructor role of the
teacher
- Teacher acts as facilitator and scaffolds the
students’ learning
- Teacher supports, questions and challenges
students
Features of Lesson Content
- Rules are kept to minimum
- Rules are negotiated by the students
- New student knowledge is generated by
engagement with prior knowledge

3. Fundamental Movement Skills
- Movement skills are taught through games
rather than repetition
- Modification allows students to practice
fundamental movement skills in real-life
situations
- Differentiation through modification of
games allows movement skills to be suited
for different ages and abilities

4. Engagement & Inclusion
- Promotes the development of ‘thinking players’
- Encourages modifications to accommodate students
of varied abilities, therefore maximising inclusion
and challenge
- student engagement in authentic and meaningful
learning tasks as responsibility is shifted from the
teacher to the students
- Creates a wide variety of learning experiences that
meets the needs and learning styles of a diverse
group of students (Pill, 2011)
What are the Strengths of a Game
Sense Approach?

5. Physical and Mental Benefits
- Increases students’ fitness and motor skill
development
- Modification of games increases students’
problem-solving and decision-making abilities
(Dyson, Griffin & Hastie, 2004)
- Game competency is achieved through
combination of mental engagement and
embodied experience (Light & Tan, 2006)
Social and Emotional Benefits
- Students are held accountable (Dyson, Griffin &
Hastie, 2004).
- Positive social and emotional outcomes with
increase on communication skills and self-
esteem (Barrett, 2005)

6. Links to NSW Syllabus
“The aim of this syllabus is to develop in each
student the knowledge and understanding, skills
and values and attitudes needed to lead healthy,
active and fulfilling lives. In doing so, the syllabus
will form the basis for students to adopt a
responsible and productive role in society.”
(BOSTES, 2007)
- Objectives: Develops values, attitudes,
skills and knowledge

7. References
ACT Government., Fundamental Movement Skills (FMS). (n.d.). Retrieved May 6, 2017, from
https://goodhabitsforlife.act.gov.au/kids-at-play/fundamental-movement-skills-fms-1
Barrett, T. (2005). Effects of cooperative learning on performance of sixth-grade physical education
students. Journal of teaching in Physical Education, 24(1), 88-102.
Board of Studies Teaching and Educational Standards NSW. (2007). PDHPE K6 syllabus
Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of
physical education? A review of literature. Quest, 67(1), 56-72.
Dyson, B., Griffin, L., & Hastie P. (2004) Sport education, tactical games and cooperative learning:
theoretical and pedagogical considerations, Quest 56 (1) 226-240
Pill. (2011). Teacher engagement with teaching games for understanding-game sense in physical
education. Journal of Physical Education and Sport, 11(2), 115.
Light, R., & Tan, S. (2006). Culture, embodied experience and teachers’ development of TGfU in
Australia and Singapore. European Physical Education Review, 12(1), 99-117.