PDHPE - Game sense approach

2.  It is an approach to teaching PDHPE in a way that allows students
to develop and build skills in particular areas. These specific areas
can include tactical understanding, decision making, awareness
and technical understanding and cognitive and affective
development (Gergakis, Wilson & Evans, 2015; Light & Robert,
2010).
 The teacher becomes facilitator of learning, providing students
with the opportunities to change the way a game works. Students
are able to adjust games and negotiate rules in such a way that
suits their skills and abilities and is fair for everyone participating.
(Light, 2013).

3.  With an emphasis on active engagement in learning, students are
able to solve problems in small, modified games, answer questions
and receive consistent feedback before they are completely introduced to
a sport. (Gergakis, Wilson & Evans, 2015).
This approach allows for the development of fundamental
movement skills. These skills can include:
 Vertical jump
 Hop
 Dodge
 Catch
 Kick
 Overarm throw
 Sprint run
 Static balance

4. • Within this approach, there are four different
categories:
– Invasion games that include games such as netball, soccer and touch
football.
– Court and net games that include games such as volleyball, badminton
and tennis.
– Striking and field games which include cricket, baseball and softball.
– Target games such as golf, tenpin bowling and bowls.

5. • The game sense approach to teaching PDHPE overcomes the
limitations of traditional approaches where students who are
less skilled and less confident are excluded and marginalized.
• It is a student centered approach that allows students to
modify and negotiate rules collaboratively with each other
and the teacher.
• It encourages students to develop their own skills and
understanding of a particular game while at the same time
being involved.

6. • A game sense approach to teaching PDHPE allows students to engage in
physical activity that is fun and engaging.
• It provides an engaging and motivating experience for a majority of
students with different skills and abilities. This is done by constantly giving
students feedback, which in turn builds their self esteem and motivation.
• There are also opportunities for the development of deep understanding
of game play through teacher-questioning and student reflection.
• Game sense approach challenges students to think about the choices
they are making – what they are doing and why they are
doing it.

7. • We use the game sense approach in 4M as allows for the outcomes outlined in the
NSW Board of Studies Personal Develop, Health and Physical Education (2006) to
be met.
• By engaging in adjusted and small-sided games where students negotiate and
modify rules, students are able to develop and demonstrate the necessary goals to
meet the outcomes in the syllabus document. Specifically those outcomes under
Games and Sports, Problem Solving, Moving, Interacting, Communicating and
Decision making (Board of Studies, 2006).
• As said previously, game sense allows students to develop and practice
the fundamental movement skills that are also outlined in the
syllabus document.

8. Board of Studies, NSW. (2012) Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Board of Studies
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic Assessment in Physical Education: A Case Study of Game Sense
Pedagogy. The Physical Educator, 72(1), 67-86.
Light, R., & Robert, J. (2010). The impact of Game Sense pedagogy on Australian rugby coaches' practice: a question of
pedagogy. Physical Education & Sport Pedagogy, 15(2), 103-115.
Light, R. L. (2013). Game Sense: Pedagogy for performance, participation and enjoyment. London & New York: Routledge.