P.E

1. Game Sense
Why using a game sense
approach is beneficial in
teaching P.E to 6S!
Miss Baradi 6S

2. What is Game Sense?
 Rod Thorpe was responsible in the development of the concepts – Game
Sense and Teaching Games for Understanding (TGfU) (Pill, 2006).
 Pill (2006) argues that the concept of ‘game sense’ has not yet been
incorporated into the Australian Physical Education (P.E) system which
makes it difficult to define.
 In a sense, the ‘game sense’ approach is the development of skills as well
as getting students to think about the “tactical and technical aspects of
play” (Light, 2006, p. 9). Through this approach, “technique and game
understanding is inter-related” (Pill, 2006, p. 282).
 Engages players to modified game strategies (BOS, 2007) that increases
skill development and understanding of game rules and tactics (Sporting
Schools, n.d)
 Strives to accommodate varying skills and abilities – maximizes inclusion
(Pill, 2006; Sporting Schools, n.d)

3. Game Sense Approach strives to:
 Include all players regardless of age, gender, or
appearance
 Enhance and promote high order thinking skills such
as: problem solving and communicating, decision
making skills (Pill, 2006; Sporting Schools, n.d)
 Uses a player-centered approach to teach fundamental
skills to players (Sporting Schools, n.d)
 A game sense approach encourages students to think
and choose what movements or skills to incorporate in
order to win a game.

4. The PDHPE Syllabus and Game
Sense
 Using the Game Sense approach in my P.E classes is essential as the
PDHPE Syllabus highlights the importance of forming the following skills
in sport: communicating, decision making, interacting, moving, and
problem solving skills (BOS, 2007, p.11).
 Students are encouraged to learn the “fundamental movement patterns
and coordinated actions of the body” as well as the “skills that enable
action” (BOS, 2007, p. 8) through a game sense approach. Students
achieve this by exploring with different movements on their own rather
than being told how to do a particular movement. For example, rather
than teachers explaining the technical movements of how to skip, children
familiarize themselves by observing and listening to visual cues and
verbal prompts.
 These skills are extremely useful and are building blocks in all aspects of
a student’s growth in learning PDHPE (BOS, 2007).

5. Strengths of the Game Sense
Approach
Using a game sense approach:
 “Encourages simple modifications (easier or harder) to
accommodate varying ability levels and therefore maximizes
inclusion and challenge” (Sporting Schools, n.d)
 Modifies game rules to incorporate more players in a game
 Promotes higher order thinking: communicating, thinking and
decision-making skills (BOS, 2007)
 Increases motivation and supports beginning players (Pill, 2006).
Once children believe that they have control over what they are
learning and feel a sense of relatedness to it, they start to feel
good about themselves and seek to learn or participate more in
the activity (Pill, 2006).

6. The benefits of implementing a
Game Sense approach in teaching
P.E
The main benefits of incorporating a game sense approach in teaching
P.E to students is the promotion of inclusivity and how it increases the
intrinsic motivation of students. Students are able to practice and
manipulate their movements on their own terms instead of being told
how to do a particular movement. Through this approach, teachers are
able to practice a student-centered teaching approach by acting as a
guide in their learning. Students acquire knowledge on their own instead
of the teacher providing them with information. In this sense, a game
sense approach allows students to play before listening to coaching tips.
All games during lessons are modified based on the abilities of each
student. By tailoring games, students are invited to feel comfortable and
confident in their abilities thus aiming to increase their motivation.

7. References
Board of Studies NSW. (2007). Personal Development, Health and Physical
Education K-6 syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-
471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
Game Sense Approach. (2018). Retrieved from
https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-
life-resources/game-sense-approach
Light, R. (2006). Game Sense: Innovation or just good coaching?. Journal Of
Physical Education New Zealand, 39(1), 8-128.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education And Society, 21 (2), 279-297. doi:
10.1080/13573322.2014.912624