Game-sense presentation

1. Game-sense
features
Small, modified
games within a
game context
The teacher
questioning
students about
tactics (Light,
2013)

2. Modified
games
Modified games are contextualises
within a game-based environment
(Knijnik, Spaaij, & Jeanes, 2019).
The students develop technique within
authentic context as well as developing
their tactical knowledge (Light, 2013).
The modified games simulate portions of
the real game rather isolating skills out
of context (Curry, 2013).

3. Questioning
 A vital component of game-sense is questioning as it
promotes critical thinking in players (Knijnik et al.,
2019)
 Through teacher questioning, students also develop
tactical skills related to the context (Knijnik et al.,
2019)
 This allows the learning to be student-centred as the
students are actively engaged in problem-solving to
finding the answers (Light, 2013)
 According to Miller, Christensen, Eather, Gray,
Sproule, Keay and Lubans (2016), “good sports
performance requires strong cognitive and decision
making skills (Miller et al., 2016, pp.126).

4. Inclusive
Game Sense engages all learners through modified games
and questioning. All students are tasked with finding
solutions regardless of ability (Knijnik et al., 2019).
The use of modified games caters to all students abilities
and profiency (Light, 2013).
Inclusive pedagogies promote social justice principles and
ensure that all students have an equal access to PDHPE
education (Wrench, & Garrett, 2015).
This will create students that want to participate and
enjoy PE, which in turn will create healthy and active
future adults (Tischler, & Mccaughtry, 2011).

5. Links with the syllabus
Rationale
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 (NSW Education Standards Authority
[NESA], 2018)
Rationale
Students learn in movement, about movement and
through movement and are given opportunities to
apply and adapt their skills across multiple
contexts (NESA, 2018)
Content
Developing movement skills and participating in
physical activity are integral to the PDHPE K–10
syllabus (NESA, 2018)
Cotnent
Students develop confidence and competence to
engage in physical activity(NESA, 2018)
Self-management
Self-management skills include decision-making,
problem-solving and help-seeking skills which are
important for managing healthy, safe and active
lives (NESA, 2018)
Movement skill and performance
Movement skills enable students to engage in and
enjoy the benefits of regular, vigorous physical
activity. Developing fundamental and tactical
movement skills in PDHPE provides students with
the opportunity to acquire and master a range of
movement skills, understand the health benefits of
movement, and have the skills and dispositions to
participate in a lifetime of physical activity as
confident, competent and creative movers (NESA).

6. References
 Curry, C. & Knijnik, J. (2013). Physical education and the after-school sports program in
Australian schools: Barriers and challenges for the 21st century. in Global Perspectives
on Physical Education and After-school Sport Programs. Lanham, Maryland: University
Press of America.
 Knijnik, J., Spaaij, R., & Jeanes, R. (2019). Reading and writing the game: Creative and
dialogic pedagogies in sports education. Thinking skills and creativity, 32, 42-50.
https://doi.org.10.1016/j.tsc.2019.03.005.
 Light, R. (2013). Game sense pedagogy for performance, participation and enjoyment.
Milton Park, Abingdon: Routledge.
 Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2016).
Can physical education and physical activity outcomes be developed simultaneously using a
game-centered approach? European Physical Education Review, 22(1), 113-
133. https://doi.org.10.1177/1356336X15594548
 NSW Educations Standards Authority [NESA]. (2019). NSW Syllabus for the Australian
Curriculum: PDHPE K-10 Syllabus. Sydney, Australia: NSW Government.
 Wrench, A., & Garrett, R. (2015). Emotional connections and caring: Ethical teachers of
physical education. Sport, Education and Society, 20(2), 212-227.
https://doi.org.10.1080/13573322.2012.747434
 Tischler, A., & Mccaughtry, N. (2011). PE is not for me: When boys’ masculinities
are threatened. Research Quarterly for Exercise and Sport, 82(1), 37-48.
https://doi.org.1080/02701367.2011.10599720