This document introduces Game Sense, a new approach to teaching physical education that focuses on modified games, problem solving, decision making, and fun over strict technical skills. It summarizes that Game Sense aims to create an inclusive environment through modified games tailored to students' development levels. Students will work on fundamental movement skills within the context of these games while also developing social, emotional and intellectual skills. The class will choose modified games like netball and basketball to play this term to experience the Game Sense approach.

1. Welcome students and parents, to 5M’s fun and fantastic
Game Sense extravaganza!
All you need to know!
By Miss Lauren Mrmacovska
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**All images used throughout this presentation are
sourced from Microsoft PowerPoint Clip Art.**

2. So, what is Game Sense?
Most of you are probably very familiar with the more ‘traditional’ approach to HPE,
with the teacher instructing students based on strict technical-based sport, games and
overall physical education (Knijnik & Curry, 2014; Pill, 2011). We might all be used to
thinking of HPE as a subject where those who are ‘naturally’ skilled in physical exercise
or sport are rewarded and acknowledged, while those considered less gifted are
excluded and left to feel inadequate.
Game Sense (also known as Teaching Games for Understanding [TGfU]) is a relatively
new approach to the teaching and learning of primary health and physical education in
Australia.
Game Sense is defined as:
“A holistic model of skill development as it does not assume that teaching tactical
game appreciation has to wait first for the development of enabling sport specific
techniques. It couples sport specific skill learning within the context of play so that
players develop the information-movement coupling that leads to ‘skilled’
performance. The focus is on guiding players to understand the game and to
appreciate its tactical complexity, while providing the opportunity to develop and then
refine the movement competencies necessary to successfully meet the challenges
presented within the game” – (Pill, 2013, p. 7).
Now, let’s take a look at how Games Sense is going to transform 5M’s HPE
experiences…

3. As your teacher (and GS facilitator), I will introduce you to several modified
versions of games you’re already familiar with! These will include:
 Netball: reduced field size (following the CHANGE IT formula) and
flexibility in field positions to avoid students being ‘benched’ (Pill, 2013).
 Basketball: groups of 3 students dribbling the ball reduces the chance of
more skilled players dominating and promotes inclusivity (Light, 2013),
also allows for simultaneous development of fundamental movement
skills such as throwing, catching & jumping (Board of Studies, 2007).
Each of these simple modified games reduce the pressure to perform
technically, and allow students to engage socially and intellectually (Light,
2013) through the imbedded problem-solving and team-building exercises
within the activities.
But, how? And what?!

4.  It is my goal to help your children learn
essential and valuable fundamental
movement skills while developing positive
attitudes towards their health.
The Game Sense approach works to provide
an inclusive environment through its utilisation
of modified games, adapted to suit the specific
developmental, emotional and social needs and
dynamic of the cohort (Light, 2013). This also
works in unison with the syllabus rationale that
outlines the aims and outcomes expected, such
as:
 Social, emotional and intellectual growth
leading to an appreciation for health and
wellbeing (Board of Studies, 2007; Pill, 2016)
 “Participation in collaborative decision-
making processes” (Board of Studies, 2007,
p. 46)
Rationale for teaching

5. Games Sense involves and encourages:
 An inclusive & supportive environment
 Modified/designer games
 Promoting learning through questioning and inquiry
(Gutierrez, 2016)
 Socialisation with your friends and peers!
 Students developing problem-solving & decision-
making skills to organically acquire new knowledge
and a real enjoyment and appreciation for HPE (Pill,
2011)… AND
 Encourages both students and the teacher to work as a
team, and have fun!
… keep the good news coming!

6. The Game Sense approach also allows young people
to develop critical thinking skills such as developing
moral judgement, forming relationships and dealing
with success and failure from real experience in PE
(Light, 2013).
This term, 5M will be working towards participating
in HPE with a Game Sense approach. We will do this by
playing modified games that we choose as a class!
How fantastic does that sound?
I encourage parents & caregivers to get involved!
Let’s talk!

7. Let’s get ready for a fun term of HPE and work
together to develop our GAME SENSE!

8. Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
Gutierrez, D. (2016). Game-centred approaches: Different perspectives, same
goals-working together for learning. Research Quarterly for Exercise and
Sport, 87(1), 23-24.
Knijnik, J., & Curry, C. (2014). “I know PE is important but I don’t feel confident
teaching it”: Australian primary pre-service teachers’ feelings and
thoughts about teaching physical education. International Journal of
Sports Studies, 4(3), 289 – 296.
Light, R. (2013). Game sense for physical education and sport teaching. In Game
Sense: Pedagogy for performance, participation and enjoyment. (pp. 37-
47). London, UK: Routledge.
Pill, S. (2011) Teacher engagement with teaching games for understanding -
game sense in physical education. Journal of Physical Education and Sport
JPES, 11(2), 115-123.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense:
Teaching movement and tactical skills. (pp. 7-12). Hindmarsh, Australia:
ACHPER.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society, 21(2), 279-297.
References