PHDPE Game Sense

1. Implications
of Game
Sense in
Primary PE
Classes
Jane Le 17464156

2. What is Game Sense?
 The Game Sense is a method that develops children’s
cognitive thinking.
 Game Sense is a progression of games, from simple to
complex, that are designed to accumulate and increase skill
development.
 Children are exposed to learning in a new environment where
they develop the following:
• Decision – making
• Recognising the aim or purpose
• Tactics
• Problem solving
• Skill Development

3. Categories of Game Sense
Invasion Target Court & Net Striking & Fielding
• Time Limit
• Score more points
• ‘Invade’ into
opposite territory
• To hit or throw an
object to a target
as close as possible
in order to gain the
best possible score.
• No opposition
• To send the object
into the
opponent’s side
and preventing it
from returning.
• Score most runs
• Involves a team
who bats and a
team who fields
Examples
• Soccer
• Basketball
• Oztag
• Netball
• Archery
• Golf
• Darts
• Tennis
• Badminton
• Volleyball
• Softball
• Cricket
• T-ball
(Department of Education and Communities, 2011)

4. Why ‘Game Sense’?
 The Game Sense approach is a useful mechanism that
teaches children of certain principles of a game that will
enable students to perform in the game with a better
understanding.
 For instance, by introducing a simple game of tag then
modifying it to challenge their cognitive responses to a
new environment, it will enhance their physical,
intellectual and social learning. (Brookes, n.d.)
 Game Sense also allows teachers to take a
conventional game and revolutionize the game with a
contemporary concept, it also teaches children to
adapt and strategize new tactics with the modified
fragments. E.g. Changing different sized balls

5. Strengths of Game Sense
 A Game Sense approach is an effective teaching strategy that
requires children to perform within an environment that promotes
problem solving, decision making, and tactics; whilst enhancing
their socialisation skills and conflict resolution.
 It benefits the teacher-student relationship because it’s approach is
student-based. As teacher are modifying the games to increase the
game’s complexity, they are also there to guide, assist and shape
the learning of the children.
 It implements and incorporates the Syllabus more effectively as it
does not isolate children, allows children to develop skills on their
own and challenges the students.
(Webb, 2006)

6. Game Sense link to Syllabus
 As mentioned earlier, the Game Sense approach teaches and introduces
children to new skills in order to achieve the goal of the game.
 These skills outcomes can be easily identified in the PDHPE K-6 Syllabus.
 Students develop the abilities to:
Moving Problem-Solving Communicating Interacting Decision-making
• Move
effectively in
response to
different
situations/env
ironments
• Observe
problems and
identify
solutions or
alternatives
that will
reflect in their
results
• Learn to be a
mediator
• Respective
listener
• Work
cooperatively
• Assist in group
activities
• Making
appropriate
choices that
will benefit
• Making
collective
decisions for
a common
goal

7. Reference
 Department of Education and Communities. (2011) Game sense approach
to practical lessons. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/as
sets/pdf/pa_002.pdf
 Brookes, L. (n.d.). How the Game Sense Approach in Physical Education
can develop Cognitive Thinking. Retrieved from
http://www.somerville.qld.edu.au/sites/default/files/How%20the%20Game
%20Sense%20Approach%20in%20Physical%20Education%20can%20Develo
p%20Congnitive%20Thinking_Leanne%20Brookes_0.pdf
 Webb, P.I. (2006) Teaching Games for Understanding (TGfU) in primary and
secondary physical education. Wollongong, Australia: University of
Wollongong.