The Game Sense Approach is a student-centered teaching method that uses games as the focus of physical education lessons. It allows students to develop skills and understandings of games through involvement in modified games rather than isolated skill drills. Lessons following the Game Sense Approach involve a warm-up game, playing the focus game, student-led discussion to explore strategies, implementing strategies, and reflection. This approach aligns with outcomes in the NSW PDHPE K-6 syllabus by promoting skill development, cooperation, decision-making, and participation in physical activity.

1. Game Sense Approach
A guide for 3D’s parents/caregivers
Emily Dickin-17972648

2. What is it?
It is a new approach that teachers are finding useful called Teaching
Games for Understanding Approach (TGFU) also know as game sense. It
is a student centered approach that focuses on the learners’ needs ,
understandings of the game and capabilities.
It allows student’s to develop their own skills and knowledge during the
involvement of the game. The playing of the game is at the centre of the
lesson instead of teaching a specific skill (Light, 2013).
Game Sense is more than just games. The games are ordered in particular
ways to include discussion and promote high order thinking. It also
provides students with the opportunity to collaborate with other peers to
evaluate and modify the games ( Pill, 2016).

3. Game Sense Categories
Invasion Target Court & Net Striking &
Fielding
 Soccer
 Touch
Football
 Netball
 Basketball
 Hockey
 Golf
 Archery
 Bowls
 Volleyball
 Tennis
 Badminton
 Cricket
 Softball
 Baseball
 T-Ball
The game sense approach categories the games into 4 groups. This is based on the
physical characteristics of the game, the fundamental skills needed and the tactical
problem or rules of the game.
Below is a table of some games that your children will be participating in this term.

4. What a lesson with Game Sense
looks like
Warm up Game
Game
Discussion-explore
solutions to game
problems
Implement solutions
to game
Warm down
Final Reflection
Students in a lesson using game sense approach will
begin with a warm always relating to the type of game
we are focusing on. Students will then play the game.
Students can then modify it by asking questions:
How can I make it easier or harder?
What can I change?
This gives the students the opportunity to formulate
strategies through group discussion.
Students will then warm down and participate in final
discussion. As a class teacher will pose open ended
question to students giving them the opportunity to
evaluate the game.

5. Why use Game Sense in 3D?
• It meets a number of outcomes as mentioned in the NSW
Personal Development Health and Physical education
(PDHPE) K-6 syllabus.
• Promotes children’s development in playing games. It helps
to understand safe and fair play as well as cooperation.
• Fosters a safe supportive environment where it is ok to
make mistakes.
• Allows students to learn and practice their fundamental
movement skills such as kicking, running and jumping.
• It enables participation from all student’s despite their level
of physical activity.

6. Links to Syllabus
• Communicating COS2.1 - Uses a variety of ways to communicate with and
within groups.
• Decision Making DMS2.2 - Makes decisions as an individual and as a
group member.
• Interacting INS2.3 - Makes positive contributions in group activities.
• Moving MOS2.4 - Displays a focus on quality of movement in applying
movement skills to a variety of familiar and new situations.
• Problem Solving PSS2.5 - Uses a range of problem-solving strategies.
• (BOS, 2007)
Using the game sense approach in health and physical education gives
students the possibility to build on skills outlined in the syllabus for stage 2
learners.

7. Links to Syllabus
• It also links with knowledge and understanding outcomes.
• Active Lifestyle ALS2.6 – students have regular participation In
physical activity.
• Games & Sports GSS2.8 - Participates and uses equipment in
a variety of games and modified sports.
• Interpersonal Relationships IRS2.11 - Students recognise their
needs and well as others in their group. Communicate
effectively manage problem situations and shares the rights and
responsibilities among others.
• BOS, 2007).

8. References
• Board of Studies, NSW. (2007). Personal Development, Health and
Physical Education K-6 Syllabus. Sydney: Board of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal-
development-health-and-physical- education-pdhpe
• Light, R. (2013). Game Sense: Pedagogy for performance, particpation and
enjoyment. New York: Routledge.
• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in
physical education, Sport, Education and Society, 21:2, 279-297, DOI:
10.1080/13573322.2014.912624.