PDHPE teachers commonly use the Game Sense approach in physical education classes. Game Sense was developed in Australia in the 1990s and focuses on building students' tactical understanding, decision-making skills, and overall sense of the game. It is a student-centered approach that modifies games to actively involve all students and promote learning through problem-solving and reflection. Game Sense can be applied to various sports and is suitable for all ages and skill levels.

2. What approaches do
PDHPE teachers use?
In PDHPE, teachers use a range of approaches when educating students in
physical education classes. However, the most recent and useful approach
that teachers use is the Game Sense approach (Curriculum Support, n.d.).
In the 1990s, in Australia, the Game
Sense approach was established
through collaboration amongst the
Australian Sports Commission, Rod
Thorpe and Australian coaches (Light
& Robert, 2010).
Game sense is a sport-specific duplication
of Teaching Games for Understanding
(TGfU) modeled on Bunker and Thorpe
(Pill, 2012)

3. A Game Sense approach allows the students to build particular
areas of skill such as tactical understanding, reading the game,
decision-making, player independence and an overall ‘sense of the
game’ (Light & Robert, 2010).
More information on
a Game Sense approach
Game Sense is a method that focuses, and builds on,
developing students’ understandings of physical activity by
applying thinking skills through using problem solving
(Australian Sports Commission, n.d.).
 A Game Sense approach allows teachers to help students
learn in an arranged environment, where students can be
challenged to meet the requirements of the game and reflect
on the questions being discussed rather than being told what
to do (Light, 2006).

4. Games are modified and
increase the students’
motivation.
Game sense is suitable for all
ages, with different skill
levels. It manipulates time,
risk and space to promote
students’ performance in
games (Australian Sports
Commision, n.d.).
Invasion Games – soccer,
basketball
Striking/fielding Games – cricket,
tee-ball
Net/wall Games – tennis,
volleyball
Target Games – golf, archery
(Light, 2006)
More on Game Sense!

5. Why Game Sense in 2F?
I am using the Game Sense approach to follow and meet the content and outcomes
mentioned in the NSW Board of Studies Personal Development, Health and Physical
Education K-6 Syllabus.
Using a Game Sense approach promotes children’s development in playing games and in
understanding safe, fair play, the benefits of play and cooperation and effort and practice.
Game Sense allows children to learn and practice their fundamental movement skills such as
running, walking, jumping, leaping, catching, kicking and etc.
I modify games to enable all students to participate and play with fun. A Game Sense
approach aims to involve all students and allows them to make changes while playing the
game.
As a teacher, a Game Sense approach allows me to interrupt the game at appropriate
intervals to include discussion and debriefing questions to help children reflect on the game
being played. This stimulates children’s thinking and reflection on their actions and
understandings, asking them: - Why did you pass the ball? What did you do to receive the
ball? What other ways could you catch the ball?

6. (Light, 2006; Light & Robert, 2010; Pill, 2012)
Strengths of Game Sense
Game Strength is a non-technique-based, non-directive approach.
It uses a constructivist view.
It is a student-centered approach
All students are involved via modifying games.
A Game Strength approach allows students to engage in physical activity and play games with
excitement and enjoyment.
Students are able to reflect and gain a broader understanding of playing the game and build on their
physical and cognitive skills.
A Game Sense approach promotes students’ learning experiences and communication skills.
A Game Sense approach helps children to remain healthy and be physically active.
A Game Sense approach develops cognitive, social and physical learning.

7. References
Australian Sports Commision. (n.d). Teaching games for understanding. Australian
Council for Health, Physical Education and Recreation. Retrieved from http://
www.ausport.gov.au/ sportscoachmag/coaching_processes/
teaching_games_for_understanding
Curriculum Support. (n.d). Game sense approach to practical lessons. PDHPE.
Retrieved from http://www.curriculumsupport.education.nsw.gov.au/
secondary/pdhpe/assets/pdf/pa_002.pdf
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical
Education New Zealand, 39(1), 8-19,3.
Light, R. L., & Robert, J. E. (2010). The impact of Game Sense pedagogy on Australian
rugby coaches’ practice: a question of pedagogy. Physical Education and
Sport Pedagogy, 15(2), 103-115. doi:10.1080/17408980902729388
Pill, S. (2012). Teaching Game Sense in soccer. Journal of Physical Education,
Recreation & Dance, 83(3), 42-52. doi:10.1080/07303084.2012.10598746