Game Sense approach to Physical Education

1. M.Tosevska 17686772
THE POWER OF
GAME SENSE
 What is game sense?
 How it relates to sport?
 What are the advantages and
impacts?
 Syllabus outcomes

2. FIRSTLY, WHAT IS GAME SENSE?
 Game Sense is based on the assumption that there are common
principles amongst a range of games these include the 12
Fundamental movements needed to play sports, social skills and
the 5 PDHPE skills (O’Connell, 2014).
 Game Sense originated from the educational teaching approach
called Teaching Games for Understanding (TGfU) developed by
Bunker and Thorpe’s in the 1980’s (Webb et.al, 2008).
 Game Sense is to develop and improve on decision making skills,
problem solving, conflict resolution and physical development
through tactical and strategic games (Light, 2006., Webb et.al,
2008).
 The main key factor of game sense is to create and enjoyable, fun
learning experiment for children of all ages and differences in
developmental levels.
 Games are modified to achieve growth on each of these skills.

3. RELATION TO SPORT
Game Sense is categorised into four groups:
 Invasion games e.g. soccer, touch, netball
 Target games e.g. golf, archery, bowls
 Court and net games e.g. volleyball, tennis, badminton
 Striking and fielding games e.g. cricket, softball.

4. FOR EXAMPLE
 For example, playing an invasion game where students are
separated into two teams and have to pass the ball to the other
side without getting intercepted by the other team. This game
develops students throwing skills as well as strategic/tactical
thinking by coming up with different ways to achieve the goal. This
game can further be modified by changing the ball to a rugby
football and further develop their skills. As a result the game can
finally be modified into the actual NRL sport.
Images retrieved from
www.pinterest.com

5. ADVANTAGES AND IMPACTS
Advantages Impacts
Focuses less on
specific skills
Allows students to understand the game
holistically, whilst developing all 5 PDHPE
skills; moving, problem-solving,
communicating, interaction and decision
making.
Ability to modify
games
Provides teachers the freedom and ability to
create an environment for all students to feel
included and enthusiastic.
Students are able to improve on certain skills
without being embarrassed as every student
develops on skills with the purpose of the
game rather than acknowledging who is best
at a certain skill.

6. CONTINUING…
Advantages Impacts
Focuses on student
development through
Games
Students are given the chance to lead and
develop social skills through introducing game
modifications. This also encourages students’
self-esteem and confidence.
Challenges students Once the game is mastered teachers may
challenge students to think of ways to modify
the game by asking “what should we do next
and how”. This gives students time to reflect
and progress in the activity and keep them
engaged.

7. SYLLABUS OUTCOMES
 Communicating (COES2.1) – students have the opportunity to
express feelings, wants and needs when playing the games through
cooperation and enthusiasm.
 Decision Making (DMS2.2) – makes decisions as individual and
group member, when instigating strategies for the team to win the
game.
 Interacting (INS2.3) – develops positive relationship with classmates
and making positive contributions during games as everyone plays
together.
 Moving (MOES2.4) – Shows focus on applying movement skills such
as running, jumping, walking, hopping, throwing, etc. to a specific
activity.
 Problem Solving (PSS2.5) – students are influenced to use a range
of problem-solving strategies when modification occur in a game.
This is supported by teachers as they ask reflective and progressive
questions after the game.

8. REFERENCES
 Board of Studies NSW. (2007). Personal Development, Health
and Physical Education K-6. Syllabus.
 Richard Light.(2006). Asia Pacific Conference on Teaching Sport
and Physical Education for Understanding. University of Sydney.
Retrieved from
http://sydney.edu.au/education_social_work/professional_learning
/resources/papers/Proceedings_TGfU_06_AsiaPacificSport.pdf#p
age=7
 Paul I. Webb., Philip J. Pearson. (2008). An Integrated Approach
to Teaching Games for Understanding. University of Wollongong.
Research Online. Retrieved from:
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1053&context=ed
upapers&sei-redir=
1&referer=http%3A%2F%2Fscholar.google.com.au%2Fsch
olar%3Fhl%3Den%26q%3Dgame%2Bsense%2Bpdhpe%26btnG
%3D%26as_sdt%3D1%252C5%26as_sdtp%3D#search=%22ga
me%20sense%20pdhpe%22
 O’Connell, J. (2014). Games sense approach to practical lessons.
Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pd
hpe/assets/pdf/pa_002.pdf