The document discusses traditional physical education (PE) lessons versus a game sense approach. Traditional lessons focus on short activities, technique development, and are teacher-directed with little critical thinking. A game sense approach uses modified games to develop skills and has the teacher ask questions rather than give direct instructions, allowing it to be more student-centered. Key aspects are learning through competitive modified games and stimulating critical thinking through teacher questioning. Game sense in primary PE focuses on fundamental movement skills through modified games as a foundation for larger games. Developing these skills motivates students to be physically active. The document provides an example game sense plan and argues that the approach creates inclusive, engaging lessons where students develop skills for sequences, strategies, and relationships.

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GAME SENSE

2. Traditional approach to
primary PE lessons.
A traditional PE lesson would focuses on:
• Short physical activities for students (Shane,
2011).
• Excessive demand on technique development
(Shane, 2011).
• Lack learning opportunities for students to
problem solve and critically think (Shane, 2011).
• Teacher directed (Shane, 2011).

3. A Game Sense
Approach
A game sense approach is where
teachers present modified games to
students to learn particular skills
(Light 2012). The approach to
learning PE, focuses on teachers
asking students questions instead of
directly telling them what they
should do (Light, 2004). This allows
the lesson to be more “player-
centered” (Light 2012).

4. Light (2012) states, that there are
two key features that distinguish
Game sense.
• Learning is displayed in games
that involve competition and
decision making.
• Ultimate engagement is
achieved through the teacher
use of various questions
towards the students as it
stimulates critical thinking.

5. Game sense in a primary PE
lesson will focus on students
working on modified games that
aim to building fundamental
movement skills (Light, 2012;
Shane, 2011). These skills will be
the foundation to playing the
larger game.

6. Fundamental
Movement Skills
Developing Fundamental Movement Skills is
important in primary PE lessons as they allow
students to develop skill sets that motivate them
to continue with physical activity in the future
(Kalaja et al., 2010).
• Fundamental Movement Skills include
locomotor and non-locomotor skills such as
rolling, balancing, jogging, running, jumping, ,
dodging and skipping ( NESA, 2018; ACARA,
2019).
• Object control skills such as bouncing,
throwing, catching, kicking and striking (NESA,
2018; ACARA, 2019).

7. Game Sense approach plan
for 3R.
Light (2012) illustrates an example of
a game sense approach in PE lessons
that result in students developing the
skills needed for touch football. A
adapted version of the module is
displayed below for 3R. A series of
Game Sense activities will be played
each week focusing on skills needed
to play a game of touch football.
Students can view this PE lesson
timetable to be aware of skills being
taught that week.
(Light, 2012)

8. Using Game Sense Approach
as a teaching approach
Using a Game Sense approach is
highly effective in PE lessons.
It gives all students an equal
opportunity to learn skillsets that
will help them in the future. It not
only encourages positive physical
activity, but also builds on
important life skills such as
problem solving, critical thinking
and decision making.

9. Adapting a Game Sense approach within my
PE lessons will allow me to met various
syllabus outcomes, that are important for all
students. They ensure students build skills
and are able to use them effectively in
sequences, strategies and build interpersonal
relationships (NESA, 2018).
The teaching approach will allow all of 3R,
regardless of different learning abilities, to be
involved in the modified games together.
Thus, creating inclusive PE lessons. Students
will be exposed to opportunities that
encourage them to think beyond what the
teacher tells them, create strategies and work
with peers to create effective team results.
(NESA, 2018)

10. Reference List
Australian Curriculum, Assessment and Reporting Authority. (2019). Fundamental Movement skills. Retrieved from https://www.australiancurriculum.edu.au/f-10
curriculum/health-and-physical-education/Glossary/?term=fundamental+movement+skills
Kalaia, S., Jaakkola, T., Liukkonen, J., & Watt, A. (2010). Fundamental Movement Skills and Motivational Factors Influencing Engagement in Physical Activity. Perceptual
and Motor Skills, 11 (1), 115-128.
Light, R. ( 2004 ). Australian coaches’ experiences of Game Sense: Opportunities and challenges. Physical Education and Sport Pedagogy, 9 (2), 115 –132.
Light, R. (2012). Game Sense : Pedagogy for Performance, Participation and Enjoyment. Abingdon: Routledge.
NSW Education Standards Authority. (2018). Personal development, health and physical education K-10 syllabus. Sydney: Author. Retrieved from NESA website.
Shane, P. (2011). Teacher engagement with teaching games for understanding- game sense in physical education. Journal of Physical Education and Sport, 11 (2), 115-123.