A presentation about the 'Game sense' method in PDHPE.

1. Game Sense approach
In a primary PDHPE classroom
Menaka Murthy 17703651

2. What is ‘Game Sense’?
● ‘Game Sense’ is a teaching approach which has been implemented in a majority of Australian
primary schools used for PDHPE teaching.
● The implementation of ‘Game Sense’ opens the door for growth from past Physical Education
teaching methods within Australian primary school settings.
● The PDHPE curriculum uses some elements of game sense. Decision making one of the main
components is used throughout the curriculum for all stages. Educators support students in
decision making about factors which impact their wellbeing and others. This builds throughout
each stage as students learn new information (NESA, 2007)
● ‘Game Sense’ activities usually follow the equation ‘technique + game context = skill’ equation
(Pill & Hewitt, 2017).
● ‘Game Sense’ utilises certain activities which focus on tactics, strategies, awareness and decision
making (Reid & Harvey, 2014) before, during (Townsend, 2007) and after a game.

3. What is ‘Game Sense’? - 4 components of ‘Game Sense’:
1) The design and manipulation of practice games and activities:
Example: Educators deliver PE sessions based on modified games to create certain strategic
problems, which students must solve with decision making. Decision making is a skill which is used
throughout the PDHPE Syllabus (NESA,2007)
2) The use of questioning:
Example: Educators give less direction and more guidance using a questioning approach to
encourage student understanding and learning through their own evaluation. Students are
independent thinkers of their own thoughts and decisions.
3) The provision of opportunities for dialogue, collective development and testing of solutions for
tactical problems:
Example: Educators are able to evaluate their own teaching of lessons through students answers to
their technical questions
4) Building a supportive socio-moral environment:
Example: Educators provide students with a safe and supported learning environment which
encourages students to explore and learn.
(Light, 2013)

4. ‘Game Sense’ approach: Tennis
(Pill & Hewitt, 2017)

5. Rationale: Strengths of using Games sense an a teaching approach
It is known that children at a young age are constantly learning, growing and
exploring things and what make things work.
The ‘Game Sense’ approach has welcomed a chance to re-conceptualise old PDHPE
teaching methods and replace it with a method that allows students to experience and
learn more independently. The ‘Game Sense’ approach has many strengths,one being
that it utilises students curiosity by giving students an opportunity to discover and
make mistakes, which is an integral part of development and learning. The game
sense approach is strong as it not only encourages independence but still supports and
guides students, which is important for those who flourish with some assistance (Pill,
2011).

6. Rationale: Strengths of using Games sense an a teaching approach
The ‘Game Sense’ has strengths in that it focuses on the game itself as opposed to
only focussing on student’s technique. Another strength is that it allows students who
can think strategically, be tactically aware and make confident decisions (Reid &
Harvey, 2014).
Using the ‘Game Sense’ approach during PDHPE teaches skills like decision making
and strategic and critical thinking, which is not only beneficial for PE learning but can
be used for other KLA learning in the school curriculum. Game sense learning is a
good way to shift the lesson from coach-centered to player-centered (Reid & Harvey,
2014) by stepping in occasionally to guide the lesson (Townsend, 2007). The game
sense approach has strength in that it allows students to have the opportunity to decide
for themselves which direction their learning can go by exploring and investigating,
whilst engaging and having fun.

7. References
Board of Studies NSW. (2007). NSW Syllabus for the Australian Curriculum: Personal Development Health and
Physical Education (PDHPE) K-6 Syllabus. Sydney, Australia: NSW Education Standards Authority. Retrieved
from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-6-syllabus
Light, R. (2013). Game Sense: Pedagogy for performance, participation and enjoyment. Retrieved from
https://www.researchgate.net/scientific-contributions/2089582818_R_Light
Pill, S., & Hewitt, M. (2017). Tennis Coaching: Applying the Game Sense Approach, Strategies, 30:2, 10-16
Retrieved from https://doi.org/10.1080/08924562.2016.1273807
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. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1017884542?accountid=36155
Reid, P., & Harvey, S. (2014). We're delivering Game Sense … aren't we?, Sports Coaching Review, 3:1, 80-92
Retrieved from https://doi.org/10.1080/21640629.2014.967519
Townsend, G. (2007). Game Sense: Are we coaching children too early? Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3912527-dt-content-rid-
28958718_1/courses/102072_2019_1h/101576_2013_1h_ImportedContent_20121127041828/Games%20Sense%20
by%20G%20Townsend.pdf