The document discusses integrating a games sense approach in physical education classes. It defines a games sense approach as having students take control of their learning through spontaneous problem-solving and decision-making within modified game rules. Benefits include developing both individual skills like technique and team-based skills like communication. The approach aligns with learning outcomes in the NSW physical education curriculum by developing creativity, decision-making, and movement skills. It encourages a constructivist learning approach with minimal teacher focus. The games sense approach provides benefits like modifying games to refine skills and promoting problem-solving and creativity within gameplay.

1. Gam
es SENSE
APPROACH
IN
PDHPE
Integrating a games sense approach in 3W’s PDHPE
classes

2. What is a games sense approach?
A Games Sense approach is a coaching and training technique that requires
students to take control of their learning, where there is scope for
spontaneous problem-solving and decision-making throughout the game. This
can be achieved by the teacher placing restrictions on the rules of the game
and techniques used, or essentially placing students in situations where they
must improvise and make meaning from limited instruction to promote
kinesthetic skills, tactical awareness and develop an understanding of the
rules of a game as the game evolves.

3. WHY USE A GAMES SENSE APPROACH?
• The approach promotes the incorporation of fundamental movement
skills and competencies for Year 3, stage 2 (tactical striking, vertical
jump, overarm throw etc.) which are outlined by the NSW Department of
Education (NSW Department of Education website, 2017).
• It incorporates a warm up and warm down, coach questioning session
with scope to explore solutions to game problems, practice drills, and
return to game with news skills learnt.
• Integrates the development of team based skills (team-based problem
solving and communication skills) and individual skills (improving
technique and tactical awareness skills).
• The Games Sense approach can easily be fused with NSW BOSTES
PDHPE syllabus outcomes.

4. Academic support for the games sense
approach
The Games Sense approach endorses the notion that sports related
games and teaching requires the awareness of skills learning
that goes beyond movement, physical or motor elements of
physical education, and whereby cognitive conceptual
awareness skills are enhanced as players take of effective
decision-making roles (Pill, 2011). Additionally, this approach to
learning encourages a constructivist approach where the focus
on the teacher is minimal and where students solve-problems in
real-time and where student experiences are placed a the core of
learning (Hopper, Butler & Storey, 2008).

5. Rational OF USING THE GAMES APPROACH
The Games Sense approach provides a range of benefits:
• Scope to modify and deconstruct aspects of a game to refine motor
skills and tactical awareness
• Promotes sporadic problem-solving skills and thus appreciation for for
the game and permits further analysis into skills set
• Decision-making element in real-time to formulate an action plan
• Encourages creativity in students to reinvent aspects of the game
though skills execution
• Scope for integrating fundamental movement skills such as; static
balance, hop, sprint run, vertical jump, dodge and skip.

6. DISCUSSION
In order for the Game Sense approach to be successfully integrated, it involves a ‘play
with purpose’ philosophy to couple movement and information processing and improved
performance (Pill, 2014). Conversely, if there is no clear intent, complexity involved in the
game or set sequencing of organised activities to follow in developing certain
fundamental movement skills the Games approach becomes redundant.
Moreover, in comparing the Games Sense approach to other more structured and rigid
PE approaches, the methodology behind this approach and the extent to which it permits
learners to develop invaluable tactical skills, motor skills, creativity and problem-solving
skills is clearly a strong pedagogical aid in fostering PE education.

7. DISCUSSION
Additionally, the strengths of the Games Sense approach is that its
philosophy aligns with the BOSTES PDHPE syllabus rational (Board of Studies,
2007) in that it aims to develop interpersonal relationships, enhance
creativity, develop positive attitudes and making informed decision as well as
creating opportunities for students to apply and acquire movement skills.
Furthermore, the Games Sense approach coincides with BOSTES PDHPE
syllabus learning outcomes (Board of Studies, 2007) in implementing
knowledge and understanding outcomes through growth and development
and developing interpersonal relationships and skills outcomes through
communicating, decision-making and problem-solving skills.

8. References
• Board of Studies (2007). Personal Development, Health and Physical Education
K-6 Modules. Sydney: Board of Studies , p. 212-222.
• NSW Department of Education Website. (2017).Curriculum. Retreived from
https://education.nsw.gov.au/curriculum/pdhpe/early-stage-1-to-stage-3/resour
.
• Pill, S.(2011). Teaching engagement with teaching games for understanding –
games sense in physical education. Journal of Physical Education and Sport. 11
(2), p115-123.
• Pill, S. (2014). Play with purpose: developing netball games sense: teaching
movement and tactical skills. South Australia: The Australian Council for Health,
Physical Education and Recreation ACHPER.

9. REFERENCES
• Teaching Games for Understanding International Conference (4th
2008 Vancouver) & Hopper, Tim & Butler, Joy & Storey, Brian &
Physical and Health Education Canada (2009). TGFU - simply good
pedagogy : understanding a complex challenge. PHE Canada,
[Vancouver].

10. REFERENCES
• Teaching Games for Understanding International Conference (4th
2008 Vancouver) & Hopper, Tim & Butler, Joy & Storey, Brian &
Physical and Health Education Canada (2009). TGFU - simply good
pedagogy : understanding a complex challenge. PHE Canada,
[Vancouver].