1. What is Game Sense, and why are we using it to
teach your children?

2. o Student-centred approach to teaching and learning. This means students are given
more responsibility for their own learning, and are encouraged to work things out
individually, and as a team in a physical game setting.
o Students develop own skills and understanding through active participation in
games.
o Emphasis is placed on game development and participation as opposed to skill set
(NSW Department of Education and Communities, n.d.).

3. o Development of skills is still important, using a game sense approach simply allows
teachers and students to incorporate them at the same time as the game is played.
o Combines physical, intellectual, and social learning through the playing of games, the
process of evaluation, and team-based cooperation.
o Promotes initiative, problem-solving and decision-making (Curry, 2011).

4. o Teaching through game sense enables greater understanding. Students are
able to discover their own unique skills and interests.
o Places the needs and abilities of participants above importance of the
game itself.
o Game Sense caters for different ages, abilities, and motivations. It provides
us with the opportunity to create environments inclusive to everyone.
o Students are more involved in rule-making and suggestion process.
o Allows more time for children to experience and learn.

5. Students can achieve the following skill outcomes through Game Sense:
o Communication- e.g COS2.1: "Uses a variety of ways to communicate with
and within groups." (Student reports on participation in games and activities to a large group.)
o Decision-making- e.g DMS1.2: "Recalls past experiences in making
decisions." (Student predicts consequences of options in order to make a decision.)
o Interacting- e.g INS1.3: "Develops positive relationships with peers and
other people." (Student displays cooperation in group activities.)
o Moving- e.g MOS2.4: "Displays a focus on quality of movement in applying
movement skills to a variety of familiar and new situations." ( Student kicks and
strikes proficiently- in game setting.)
o Problem Solving- e.g PSS2.5: "Uses a range of problem-solving strategies."
(Student identifies what needs to be done to achieve a goa.) (Board of Studies, 2006).

6. o By using modified, small-sided games during lessons. (NSW Department of Education and Communities,
n.d.). As we progress, we will modify the games accordingly.
o Game Sense assists in skill development through the participation in Invasion Games, Net and Wall
Games, Striking and Fielding Games, and Target Games. We will devise engaging games such as
OzTag, Tennis, T-ball, and Capture the Flag.
o During lessons, we will be posing guided discovery questions to students, and providing encouraging
feedback. We want all students to feel a sense of achievement no matter where they are at in their
skill development.
o We will be making time in class for students to test, evaluate, and exchange their thoughts and
ideas.

7. Thanks for taking the time to view this presentation and find out a bit about
what we have been doing in PDHPE class. Game Sense is an approach I am
particularly passionate about as I believe in everyone being given a chance
to participate and gain some control over their learning experience. PDHPE
isn't all about sport, and I believe Game Sense is the best approach out
there to engage and stimulate students' leant inning, and ensure everyone
is involved and engaged. If you would like to find out more about Game
Sense, please contact me, or see me at school. I'm more than happy to
answer and queries.
Regards, Miss Doyle.

8. o Board of Studies. (2006). Personal Development, Health and Physical Education K-6 Syllabus. Sydney:
Board of Studies.
o Curry, C. (2011). Using the Game Sense approach to deliver Quality Teaching in Physical Education.
Retrieved from http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-deliver-
quality-teaching-in-physical-education/
o NSW Department of Education and Communities. (n.d.). Game sense approach to practical lessons.
Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
o Pill, S. (n.d.). Teaching games for understanding. Retrieved from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understand
ing