Game Sense in HPE for Primary HPE Student #17666363

1. GAME SENSE
IN 4A’S HPE LESSONS
K Adams - 17666363

2. WHAT IS GAME SENSE?
• Follows the ‘Teaching Games for Understanding’ (TGfU) pedagogy model (Light,
2012, p. 1).
• ’Game Sense’ is a ‘less structured’ model, teaching students fundamental basic
skills (catching, hopping, etc.) through games (Light, 2012, p. 21 ).
• Skills are developed and modified through play/’game-like activities’ involving
competition and decision making (Light, 2012, p. 21).

3. WHAT IS THE TEACHER’S ROLE IN GAME SENSE?
• My role is to be the ‘facilitator’ in 4A’s participation in these games (Pill,
2014, p.8).
• Game Sense is student centered, therefore it is important for students to
learn and develop these skills on their own.
• As the facilitator, I give guidance in their development of the game and
skills.
• Give feedback and ask questions throughout the game (Light & Robert,
2008, p. 105).

4. REFLECTIVE QUESTIONS
• Reflective questions asked do not necessarily require students to answer
immediately. These questions can be targeted towards specific skills and game
situations (Pill, 2014, p.8).
• This brings students’ focus to an aspect in a skill and use their experience to
understand why and what works better for the game.
• Example: ‘Why do you think kicking the ball in soccer requires you to kick the ball
from the inside of your foot?’ , ‘Do you think kicking from the front of your foot
works as well?’, ‘Which kicking technique gives a better and safer result?’

5. RATIONALE
• Through a safe learning environment, the game sense pedagogy will help students
develop:
• Fundamental movement skills
• Skills for better health
• Development of collaboration and team work
• Development of decision making skills in game activities
• (Board of Studies, 2007, p. 6-8)

6. STRENGTHS IN GAME
SENSE
• Game Sense incorporates all the
Skills outcomes for Stage 2.
• Participation in student centered
games allows: communication,
decision making, interaction,
problem solving and the building
of movement skills.
• (Board of Studies, 2007, p. 18)

7. OTHER OUTCOMES
• Game Sense follows closely with two other stage 2 outcomes in PDHPE.
• In ‘Knowledge and understanding’ in the Games and Sports strand – GSS2.8
‘participates and uses equipment in a variety of games and modified sports’
(Board of Studies, 2007, p. 19).
• Through game sense, 4A students will learn how to use a variety of equipment by
participating in a variety of games that require students to learn how to use
equipment to better their skills.

8. • In ‘Communicating outcomes and indicators’ – COS2.1 ‘uses a variety of ways to
communicate with and within groups’ (Board of Studies, 2007, p. 21).
• As I facilitate students’ activities, students will learn how to communicate with
each other. It is important for students to communicate with each other on how
to solve problems, and how to achieve common goals in the games they
participate in. It is important for students of 4A to learn team work and how to
work together, game sense allows them to do so.

9. WRAP UP
• I highly encourage parents to continue what is learnt in the classroom at home.
• Each week, as part of 4A’s homework; there will be information on the games and skills
they participated in PE that week.
• Spend 30mins each week, allowing students to teach you and other family members the
games and skills.
• Ask them questions! For example: Ask why you have to throw the ball overarm instead of
underarm, etc.
• The aim is to encourage students to build skills and a love for healthy living, that will follow
them for life.

10. REFERENCES
• Basketball icon clipart 32517 [Image] (2017, February 5). Retrieved May 20, 2018, from
http://webiconspng.com/icon/29933
• Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6
Syllabus. Sydney: Board of Studies.
• Light, R. (2012). Game sense : pedagogy for performance, participation and enjoyment.
Retrieved from https://ebookcentral.proquest.com
• Light, R.L., & Robert, J.E. (2010). The impact of Game Sense pedagogy on Australian rugby
coaches' practice: a question of pedagogy. Physical Education and Sport Pedagogy, 15(2),
103-115. doi: 10.1080/17408980902729388

11. • Pill, S., & Australian Council for Health, Physical Education Recreation issuing
body. (2014). Play with purpose : Developing netball game sense : Teaching
movement and tactical skills (pp.7-12). Hindmarsh, South Australia The Australian
Council for Health, Physical Education and Recreation ACHPER.
• Soccer ball clip art free vector [Image] (2012, October, 20). Retrieved May 20,
2018, from https://4vector.com/free-vector/soccer-ball-clip-art-111277
• Thinking clipart: Student thinking clipart #1 [Image] (n.d.). Retrieved May 20,
2018, from http://www.clipartpanda.com/clipart_images/student-thinking-clipart-
1-62604452