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1. Information for Parents
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2. What is Game Sense?
 Game Sense or Teaching
Games For Understanding is
a learner centred teaching
approach designed to
enhance students ability
through playing games to
develop the skills required to
play a variety of games in a
motivated and positive way.
(Mandigo, Butler & Hopper, 2007 &
Light, 2006).
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3. Why use Game Sense Teaching?
 Bunker and Thorpe cited in Storey
and Lunn (2007), state that through a
Game Sense approach students
enjoyment through games leads to
motivation to solve problems and
develop the skills to solve tactical
problems in a variety of ways.
 Game Sense also allows teachers to
plan for inclusion and allows students
to experiment and learn through a
student centred learning
approach.(Francis, 2007)
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4. Why am I using Game Sense?
 Game Sense has a variety of benefits for students.
It has allowed the following:
 Inclusion – Games are non-elimination therefore
everyone is being physically active.
 Enjoyable- by using a student centred approach
means that the students have more control over the
game and need to think about what to do instead of
being told what to do.
 It helps students who are less physically literate
play games to improve their physical literacy.
 It develops the fundamental movement skills in a fun
and engaging way avoiding repetitive and boring
drills.
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5. Links To PDHPE Syllabus
Game Sense has links to all the PDHPE Syllabus
(2007) skills depending on the type of game being
played.
Game Sense also allows students to:
 Participate and use equipment in a variety of
games and modified sports (GSS2.8).
 Through further participation and reflection
students will be able to discuss the relationship
between regular physical activity and health
(ALS2.6)
 Students will also be able to perform a variety
of movement patterns through the participation
of games (DAS2.7 & GYS2.10)
 As Game Sense focuses on fun and inclusion
students will willingly participate in regular
physical activity (V5)
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6. An Example
 Instead of playing a game of soccer and
expecting players to understand tactical
awareness and how it relates to a game
of soccer.
 We can apply the Games Sense
Approach which requires players to
break up into small groups and kick a
ball into a goal. Students must then
decide how to stop the ball entering into
the goal using teamwork, problem
solving and communication ( PSS2.5,
COS2.1 & GSS2.8).
 This allows students to develop one of
the skills required to play soccer and
allows the teacher to target specific
skills in a controlled manner.
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7. Final Words
 By using a Game Sense
Approach students will find
physical education more
enjoyable and inclusive.
 Games Sense allows everyone
to participate regardless of
ability and skill level.
 And of course Games Sense is
FUN!
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8. References
 Board of Studies New South Wales. (2007). Personal development, health and physical education k-6
syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-
8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES
 Bunker, D. & Thrope, R. (1996). The Curriculum model. In R. Thrope, D. Bunker & L. Almond,
Rethinking games teaching(n. p.), Loughborough University of Technology, England.
 Francis, N. (2008) What’s new within the U? Historical development of games education and current
curricular relevancy of TGFU in Canada. In T. Hopper, J. Butler & B. Storey, TGFU- Simply pedagogy:
understanding a complex challenge (pp.35-52). Vancouver, Canada: PHE
 Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical Education New
Zealand, 39(1), 8-19.
 Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian
perspective. Physical & Health Education Journal, 73(2), 14-20.
 Storey, B. & Lunn, E. (2008). Learning TGFU and instructional skills in a complex environment:
Undergraduates teaching games to home-learners. In T. Hopper, J. Butler & B. Storey, TGFU- Simply
pedagogy: understanding a complex challenge (pp.189-200). Vancouver, Canada: PHE.
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