Game Sense as a Teaching Approach in PDHPE

1. Primary PE Classes
Game Sense Approach

2. Definition
There is much research supporting the view that traditional
textbook approaches to teaching sport and games are not
meeting educational requirements and are marginalising the less
skilled students (Pill, 2011).
Game Sense offers an alternative approach to traditional sport
teaching and learning practices. It is viewed as student-
centered and implements an inquiry-based approach, as it is
more inclusive and enjoyable for students (Pill, 2011; Light &
Georgakis, 2007;Webb, Pearson & Forrest, 2006).
The idea of this approach is to highlight how skills, knowledge
and understanding are transferable between various games
and students can take this learning beyond the school setting
(Pill, 2011).

3. What is the difference between traditional
sport teaching and a game-centered
approach?
The conventional lessons focused on doing rather than thinking. They start with a warm-up, and
then move on to skill development, followed by a game and then cool-down. Students in this
approach learn skill development however they may not learn valuable information about the
strategies and tactics of the game. (Pill, 2011).
The game-centered approach varies as it starts with a warm-up then a game, question and
reflection, back to the game, further questions/reflections and then return to the game. Hence,
this approach doesn’t just focus all on technique; rather it focuses on the student’s performance
as a whole in a game situation (Pill, 2011).
There is more importance placed on the play, as students are encountered with tactical and
strategic problems, and must use decision-making and problem solving skills to overcome
obstacles in a modified game environment (Webb, Pearson & Forrest, 2006).
Another significant difference worth noting is the role of the teacher in a Game Sense approach.
The teacher turns into the facilitator, questioning students to encourage players to think out the
solutions for themselves rather than giving direct instructions

4. Rationale/Discussion
“Physical education is fundamental to the acquisition of movement
skills and concepts to enable students to participate in a range of
physical activities – confidently, competently and creatively”
(Board of Studies, 2018, p. 10).
Game Sense has been acknowledged as an effective approach in teaching
sport learning in NSW and Tasmanian schools. This approach works
harmoniously with the NSW Personal Development, Health and Physical
Education (PDHPE) Syllabus and Australian Curriculum (Pill, 2011). The
syllabus addresses fundamental movement skills; Game Sense can be used in
the primary years for teaching these skills using modified games for directed
play.

5. What are the Strengths of
using a Game Sense approach?
 The focus is on the students
 Teacher can utilise higher order questioning techniques to get
students to analyse and reflect on their tactics and strategies
 Inclusive for all learners as it caters for varying abilities
 Students enjoy this approach as they are learning through
playing the games
 Directly relates and supports the NSW PDHPE Syllabus and
Australian Curriculum
 Cognitive development through tactical exploration, decision
making skills and skill development
 Develop critical thinking and problem solving

6. References
O Board of Studies NSW. (2018). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney, Australia: Board of Studies NSW.
O Pill, S. A. (2011). Seizing the moment: Can game sense further inform sport teaching in Australian
physical education? PHENex Journal, 3(1), 1-15. Retrieved from
http://ojs.acadiau.ca/index.php/phenex/article/view/1327.
O Light, R., & Georgakis, S. (2007). The effect of game sense pedagogy on primary school pre-service
teachers’ attitudes to teaching physical education, ACHPER Australia Healthy Lifestyles Journal
54(1), 24-28. Retrieved from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=200705369;res=IELAPA.
O Webb, P. I., Pearson, P. J., & Forrest, G. (2006, October). Teaching games for understanding (TGfU)
in primary and secondary physical education, Faculty of Social Sciences. Wellington, New Zealand.