This document discusses using a Game Sense approach to teaching physical education (PE) lessons. Game Sense focuses on placing students in decision-making situations to develop problem-solving skills. The teacher uses mini-games based on target, striking, fielding, net or wall, and invasion games. Students reflect on their participation to encourage tactical thinking. An example mini-game helps students meet outcomes around communicating, decision-making, interacting, moving, and problem-solving. Game Sense increases student engagement through a student-centered approach and modifies games to various skill levels to increase participation.

1. WELCOME PARENTS
TO
GAME SENSE!

2. TEACHING GAMES FOR UNDERSTANDING
For our class, I wanted to increase the level of participation in PE
lessons. This is so the students had an opportunity to meet the
outcomes from the Syllabus, whilst enjoy the lesson by using the Game
Sense approach.
What is game sense?
Game Sense is a player centered approach where by the focus is to
place the students in situations where decision making and problem
solving are central to a successful performance in PE (Australian Sports
Commission, n.d)

3. GAME SENSE IN ACTION
How game sense is used in our PE lessons
Our PE lessons involve a set progression of mini-games, which are based
on one of the chosen game categories: target, striking and fielding, net
and wall and invasion.
Purpose of using mini-games:
▪ The nature of the games is taught first to the students, and skill development is
incorporated into the game and is set at a pace by the students (Australian
Sports Commission, n.d)
▪ Before progressing to a new game, I have the students reflect on their
participation in the game just played to encourage tactical thinking and skill
application (TGU et al, 2009)

4. GAME SENSE IN ACTION
Game Sense helps students meet PDHPE syllabus outcomes
In one of our PE lessons we played a game called Zig-Zag Tee ball, which is a modified
version of softball. Below is how the concepts of game sense used in the game can
help students meet the outcomes of the Syllabus.
Game Sense Concepts PDHPE Syllabus Skills Outcomes
Tactics used throughout play:
• Fielders (“throw the ball to me”)
• Batters (“stay on the base”)
COS1.1 - Communicating
Where is the open space? DMS1.2 - Decision Making
Emphasis on team effort by using words of
encouragement
INS1.3 - Interacting
Running to the bases or striking a stationery
object
MOS1.4 - Moving
How can I evade the fielders? PSS1.5 - Problem Solving

5. BENEFITS OF USING GAME SENSE
Why Game Sense?
• By placing students at the centre of the learning experience, increases
engagement
• This is a holistic approach of coaching. By modifying games to suit
varied skill levels allows the game to meet the needs of the students
and thus increase participation
• Use of mini games helps students to understand the game as whole
through the use of reflection, rather than have them focus on the skills
required
(Australian Sports Commission, n.d)

6. REFERENCE LISTS
Australian Sports Commission (n.d.) Teaching games for understanding.
Retrieved 30 September 2014 from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teac
hing_games_for_understanding
Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
Teaching Games for Understanding International Conference, Hopper, T.,
Butler, J., Storey, B. (2009). TGFU - simply good pedagogy :
understanding a complex challenge. Canada: PHE Canada