Teaching Strategies

1. SAMANTHA
VICARY
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GAME SENSE APPROACH

2.  Game sense is a teaching technique that encourages
students to focus on a game as a whole rather than
learning individual fundamental movement skills(Light,
2013).
 This approach allows games to not only be fun, but
become meaningful learning experiences (Pill, 2013).
 It encourages students to become physically aware of
themselves and make smart and strategic decisions
(Light, 2013).
 Game sense allows students to learn and refine their
fundamental movement skill while participating and
enjoying games.
WHAT IS A GAME SENSE APPROACH?

3. WHAT ARE THEY?
 Fundamental Movement skills are the actions that are required in
physical activity (NSW Department of Education and Training, 2000).
 These skills are required for students to be able to meet the Board
of Studies NSW (2007) PDHPE syllabus outcomes.
 The skills taught in the syllabus include static balance, sprint run,
vertical jump, catch, hop, side gallop, skip, overarm throw, leap,
kick, two-hand strike and the dodge (Board of Studies NSW, 2007).
WHY DO WE TEACH THEM?
 Research suggests that children who are skilled in fundamental
movement skills are more likely to live a healthy lifestyle including
regular exercise (NSW Department of Education and Training, 2000).
 It allows students to form a strong basis that is required to learn
more difficult movement skills (NSW Department of Education and
Training, 2000).
FUNDAMENTAL MOVEMENT SKILLS

4.  Using a game sense approach allows teachers to
differentiate or modify games to ensure that the
appropriate skills are being learnt and developed
(Pill, 2013).
 Teachers can change games in many ways such as
what equipment is used, how it is scored, amount of
players and time spent playing (Pill, 2013).
 Teachers can differentiate for the individual needs of
their students. This means that all students are
accommodated for and are improve their skills to
their best ability (Pill, 2013).
DIFFERENTIATING GAMES

5. A game sense approach offers many benefits to students such as:
IMPROVED PARTICIPATION
 All Students can participate in PDHPE lessons as teachers are able to
easily differentiate games to suit the needs and abilities of all
students. This gives all students equal opportunity and chance to
successfully participate in PDHPE lessons.
IMPROVED ENJOYMENT
 Due to the enjoyable nature of a game sense approach, students are
able to have fun during PDHPE lessons and improve their skills with
little psychological effort. Students do not have pressure placed upon
them to master specific skills, rather have the opportunity to practice
their skills while having enjoying physical activity.
SKILLED STUDENTS
Using a game sense approach allows students to become familiar and
skilled on all the fundamental movement skills. After students master
these skills, they have the opportunity to develop more difficult
movement skills. The students are more skilled due to participation in
many games.
THE STRENGTH’S OF A GAME SENSE
APPROACH

6. A game sense approach connects with the PDHPE syllabus
rationales including:
 Promotes Physical Activity: A game sense approach promotes
life-long physical activity as it gives students positive and fun
experiences that develop their skills and abilities.
 Physical and Cognitive Growth: The approach allows students to
learn and refine their fundamental movement skills. This allow
students to improve their sporting abilities while also improving
their confidence.
 Living and learning in a safe secure environment: Due to easy
differentiation, all students are able to feel safe and accepted
while learning skills at their individual level.
 Fundamental movement patterns and coordinated actions of the
body: As discussed previously, the Game Sense Approach
teaches students their Fundamental Movement Skills and allows
them to become more coordinated.
(Board of Studies NSW, 2007).
DOES A GAME SENSE APPROACH RELATE
TO THE PDHPE SYLLABUS?

7. Board of Studies, NSW. (2007). Personal development, health
and physical education K-6: Syllabus. Sydney, Australia:
Author.
Light, R. (2013). Game sense for physical education and sport
coaching. Game sense: Pedagogy for performance,
participation and enjoyment,37-47. London, UK:
Routledge.
REFERENCE LIST

8. NSW Department of Education and Training. (2000). Get skilled:
Get active: A K-6 resource to support the teaching of
fundamental movement skills. Ryde, Australia: Author
Pill, S. (2013). Introduction In Play with purpose: Developing
netball game sense. Teaching movement and tactical
skills. 7-12. Hindmarsh, Australia: ACHPER.
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