This PowerPoint explains what Game Sense is and its approach to teaching. It is discussed why it is important to be implemented into a physical education class and how it meets the PDHPE K-6 Syllabus Outcomes.

1. GAME SENSE
H E R E I S S O M E I N F O R M AT I O N A B O U T G A M E S E N S E
A N D W H Y W E A R E U S I N G I T I N P H Y S I C A L
E D U C AT I O N W I T H 2 M .

2. WHAT IS GAME SENSE?
Game Sense is a teaching approach that allows
students to gain skills and understanding in
physical education through actively
participating in games (Light, 2013).
The purpose of using Game Sense as a teaching
approach is because it focuses on student
learning through cognitive aspects of learning –
students are given the time to reflect during
the game and learn as they play.
Game Sense provides students with inclusive
and engaging games that are modified to suit
their needs but also focus on developing skills
(Mandigo et al, 2007).

3. GAME SENSE CATEGORIES
The games that are a focus in game sense are categorised
as:
 Invasion games,
 Striking and fielding games,
 Target games and,
 Court and net games.
These four categories of game types reflect on the
fundamental movement skills without focusing on
technique instructions, but rather focusing on the game
where students are encouraged to use problem-solving,
decision-making and communication with peers
(Townsend, 2007).

4. THE GAME SENSE MODEL
The Game Sense model demonstrates how this teaching
approach works in the learning environment:
The game is introduced to students in a modified way to
meet students’ needs.
In game appreciation, students will learn the rules, skills
and strategies and how they all fit into the game.
Students will then learn tactics such as offense and
defense that is needed in the game.
As the game goes on and students develop an
understanding of their tactical awareness. They will
become familiar with what decisions that need to be
made.
Students will have the opportunity to use their tactics
and decision making in executing their skills.
In game performance, students will be able to participate
in the game. Keeping in mind of what they have learnt
through the previous steps.
Reference: (Mandigo et al,
2007)

5. GAME SENSE AND SYLLABUS OUTCOMES
This approach to teaching physical education is effective as it meets the Personal
Development, Health and Physical Education K-6 (2018) Syllabus Outcomes:
These are the Stage 2 Syllabus Outcomes that are met through Game Sense:

6. STRENGTHS AS A TEACHING APPROACH
Promotes motivation in learning the fundamental
movement skills.
Students are included and engaged in a safe learning
environment that has been modified to students’
learning abilities.
Students gain a firsthand reflection experience
through Step 3 (Tactical Awareness) and Step 4
(Making Appropriate Decisions) of the Game Sense
Model.
Students gain a new appreciation toward physical
education as they find themselves in a learning
environment where they are active and participating.

7. MY THOUGHTS ON GAME SENSE
I believe through firsthand experience, that Game Sense is an effective
approach that allow students the inclusivity and support they need when it
comes to physical education.
Students are actively participating in learning fundamental movement skills
in a fun and innovative way through games that keep them engaged.
Students gain skills in not just physical education, but also in
communicating with their peers, problem solving when choosing the
correct tactics and decision making when they are applying their skills to
the game.

8. REFERENCES:
• Light, R. (2013). Game Sense: Pedagogy for Performance, Participation
and Enjoyment. pp.37-47.
• Mandigo, J., Butler, J., & Hopper, T, (2007). What is teaching games for
understanding? A Canadian Perspective. Physical & Health Education
Journal. 73(2), pp.14-20.
• NSW Education Standards Authority. (2018). Personal Development,
Health and Physical Education K-6 Syllabus. Sydney, Australia.
• Townsend, G. (2007). Game Sense. Rugby Football Union.