This document discusses using a game sense approach to teaching physical education. It explains that game sense is a student-centered, inquiry-based method focused on developing skills and understanding of games through active participation in modified games and activities, rather than drills. This allows students to learn decision-making and skills in context. Key strengths are that it is more engaging for students, maximizes participation, and helps develop skills like problem-solving, cooperation, and fundamental movement. The approach is also linked to outcomes in the NSW PDHPE curriculum.

1. Game Sense Approach
Using Game Sense approach to teach 2S
PE classes!

2. Why are we using a ‘Game Sense
Approach’ in our primary PE classes?
Game sense approach is a relatively new concept to teaching and coaching
physical education lessons. It is a student-centred inquiry based approach on
learning sports, which relates to playing games in the absence of learning
drills (Pill, 2014).
Essentially game sense refers to, teaching games for understanding; it allows
students to develop their own skills and understanding of a particular game
begin played whilst they are actively involved in the process.
During a game sense approach lesson, students learning occurs within the
context of modified games or game-like activities. As a result, this allows
students to develop an understanding, decision-making and skills required
that work within the context of a game (Light, 2013 & Pill, 2014).

3. Game Sense Approach –
play with purpose
• A PE lesson developed around the
game sense approach gives students
the opportunity to focus on the game
being played (understanding the
concept of a game) rather then the
skills & techniques that particular
game requires one to mastered before
they are able to play
• Thus, students develop a more in-
depth understanding of sports &
physical activities
• With a basic understanding of any
sporting game students are able to
then modify the game & rules in a
way that is challenging for themselves Pill (2014)

4. ‘Game Sense’
In relation to ‘Fundamental Movement’
• Students participation in
sporting games leads to
further development in
fundamental movement skills
• This provides students with
the opportunity to understand
the movement of their own
bodies
• Teaching fundamental skills to
students, enhances their
overall health & development
(DEC NSW, 2014)
The Kick
The Catch
The Leap

5. ‘Fundamental
Movement Skills’
Continued….
• The DEC NSW (2014) states
importance for children to learn &
further develop their fundamental
movement skills in order to apply these
skills to a wide range of sporting games.
• These skills are not ornate in children
however, they must be taught and
practiced
• It is essential that all students learn 12
fundamental movement skills during
their primary schooling years; these
include:
Static balance, sprint running, vertical
jumping, catching, leaping, hopping,
kicking, side galloping, skipping, dodging,
two-handed strike and overarm.

6. Strengths of ‘Game
Sense’ teaching
approach…..
 Provides students the opportunity to
suggest ideas, solutions & modification of
the game + rules.
 Students are immediately involved in the
actual game (fun + motivated). Pill
(2014) stated that students are more
interested & engaged in playing games
rather than learning drills which
becomes boring.
 Maximises students participation &
active engagement in the learning
experience.
 All students are included in the game
regardless of their ability levels.,
 Creativity, cooperation & collaboration
are extremely valued.
• Students learn to develop
leadership & planning skills.
• Skills are also developed in:
decision making, problem solving
& strategies to use in games.
• Students have fun playing games
whilst being active & health.

7. Strengths continued….
• Teachers spend less time talking & explaining
rules/ drills/ tasks, therefore students are more
interested & engaged.
• Students are interacted within their own learning.
• The teacher encourages their students to
experiment & be creative (modify games),
constantly providing positive reinforcement &
feedback through the PE lesson.
• Enjoyable! As a result, students learn to
incorporate regular physical activity into their
lives. Encourages students to stay health & keep fit.
• Helps students build upon previously learned
fundamental movement skills, preparing them for
more advanced skills.

8. LINKS TO THE NSW PDHPE SYALLBUS (2012):
In relation to ‘Game Sense’ teaching approach in PE lessons,
fundamental movement and physical activity is part of & directly
relates to stage 1 (years 1 to 2) NSW PDHPE syllabus content &
outcomes (p. 14).
Outcomes & content descriptors include:
• MOS1.4- Demonstrates maturing performance of basic
movement & compositional skills in a variety of predictable
situations: absorbs force when jumping & landing from different
heights.
• COS1.1- Communicates appropriately in a variety of ways:
express them self through movement.
• GSS1.8- Preforms fundamental movement skills with
equipment in minor games: participates in minor games &
practices that assist skill development.
• INS1.3 – Develops positive relationships with peers & other
people: displays cooperation in group activities.
(NSW PDHPE Syllabus, 2012)

9. References:
Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
Light, R. (2013). Game sense for physical education and sport coaching. In Game
sense: Pedagogy for performance, participation and enjoyment (pp. 37-47).
London, UK: Routledge.
NSW Department of Education and Training. (2000). Get skilled: Get active: A K-6
resource to support the teaching of fundamental movement skills. Ryde,
Australia: Author.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society, 21(2), 279-297.