Game sense is a student-centered approach to teaching physical education that emphasizes developing skills and understanding through modified and progressively challenging games. Key aspects include adapting games to different ability levels, maximizing student involvement, and facilitating self-directed learning through inquiry and problem-solving within game contexts. This approach aims to build students' confidence, promote teamwork and inclusion, and help students acquire skills and values for lifelong healthy and active living.

2. WHAT IS GAME SENSE?
Engaged,
Challenged
& motivated
learners with
useful skills
Problem
solving
Strategic
thinking
Techniques
Tactics
Progressive
and
purposeful
play Game sense is an
empowering approach
where students are
actively engaged in
developing their own
skills and understanding
of the game.

3. WHAT IS GAME SENSE?
• A key feature of Game Sense is modifying games and reducing
technical demands to suit different needs, enabling students to
grapple tactical dimensions. Games become progressively complex as
students develop their skills (Brooker, Kirk & Braiuka, 2000; Light,
2012).
• The ‘change it’ approach in Game Sense maximizes inclusion for
range of abilities, developmental stages and interests. This can
include changing the rules, players, equipment, scoring, area and
time (Australian Sports Commission, 2018) .
• The approach emphasizes skill development and understanding that
occurs at same time in context (Light, 2006).

4. WHAT IS GAME SENSE
• Teaching is student centered and inquiry based where the teacher
facilitates, guides and enhances learning experiences. This is different
from the traditional approach where the teacher directs instructions
and emphasizes skill development using drills before playing the game
(Light, Curry and Mooney, 2014).
• Students are given a sense of self-direction and achievement through
affiliation and meeting the challenges presented by the teacher (Light
et al., 2014)
• Critical and strategic thinking occurs through discussion between
students seeking to solve tactical problems (Phil, 2011).

5. HOW DOES GAME SENSE WORK?
• Game Sense approach features in all four game categories that are grouped based on the
similarities and aspects they share.
Invasion
games
• Soccer
• Oz-tag
• Basketball
• Netball
Striking and
fielding
• Cricket
• Softball
• T-ball
Net and
court games
• Badminton
• Tennis
• Volley ball
Target
games
• Golf
• Bowling
• Archery
(Australian Sports commission, 2018)

6. GAMESENSEINACTION 5G recently started learning the skills to play oz-tag. Game Sense activities
teaches the skills, techniques and strategies through games.
Session 1. Tail tag
Played in small groups, the aim is to get as many tags as possible. Rules: students cannot hang
onto their tags, block or push another person in defense. Tags must be on their sides and tagging
using both hands.
Stop and question: What can you do to get away from people trying to attack or take your tag?
Students continue to play the game. This time students are practice turns or ’pirouettes’, dodging
and jumping as a defense maneuver.
Challenge: Make the game area smaller.
Students reflect: How did the smaller area change the game? E.g. more congested = chances to
tag.
Using this modified game, I was able notice that all students were able to tag and use movement
skills such as running, dodging and jumping.

7. STRENGTHS OF GAME SENSE
• Game sense builds CONFIDENCE and promotes TEAMWORK in an environment where
students feel included and enthusiastic, regardless of their physical ability.
• It is a holistic approach that is modifiable and adaptable to all students giving them the
opportunity develop all 5 core skills identified in the PDHPE Syllabus: moving, problem
solving, communicating, interaction and decision making in a game setting (NESA, 2017).
• By offering challenges and encouraging creativity, ‘lights up the sport’ for young players
where they can get real feel and passion for the game while developing their
understanding.
• By ‘giving the game back to kids’ provides higher motivation for young students where
they can see games as a fun and social activity.

8. STRENGTHS OF GAME SENSE
Playing with
purpose
Fun and
engaging
Leading happy,
healthy and
active lifestyle
• Participating in Game Sense extends beyond the physical and movement aspects of physical
education, it gives students a sense of belonging through shared decision making and forming
positive relationships with their peers.
• In turn, this approach to teaching physical education aims to ensure students develop the
knowledge and understanding, skills and values to lead a healthy, active and fulfilling lifestyle
(NESA, 2017).

9. FUNDAMENTAL MOVEMENT SKILLS
• Fundamental movement skills are an integral part of PDHPE syllabus and is taught using
modified games concurrent with Game Sense.
• Acquiring fundamental movement skills (FMS) provides a foundation for engaging in physical
activity. Numerous studies (e.g. Hume et al., 2007 and Jarvis et al., 2018) have linked to lifelong
health and motivation to participate in physical activity with competencies related to FMS.
(Young, 2013)

10. REFERENCES• Australian Sports Commission[ASC], 2018. Game sense approach. Accessed October 7, 2018 from https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-
resources/game-sense-approach
• Australian Sports Commission [ASC], 2018. Change it. Accessed October 7, 2018 from https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-
resources/change-it
• Brooker, R., Kirk, D., Braiuka, S., & Bransgrove, A. (2000). Implementing a game sense approach to teaching junior high school basketball in a naturalistic setting. European physical
education review, 6(1), 7-26.
• Hume, C., Okely, A., Bagley, S., Telford, A., Booth, M., Crawford, D., & Salmon, J. (2008). Does weight status influence associations between children's fundamental movement skills
and physical activity?. Research quarterly for exercise and sport, 79(2), 158-165.
• Jarvis, S., Williams, M., Rainer, P., Jones, E. S., Saunders, J., & Mullen, R. (2018). Interpreting measures of fundamental movement skills and their relationship with health-related
physical activity and self-concept. Measurement in physical education and exercise science, 22(1), 88-100.
• Light, R., Curry, C., & Mooney, A. (2014). Game sense as a model for delivering quality teaching in physical education. Asia-pacific journal of health, sport and physical
education, 5(1), 67-81.
• Light, R. L. (2012). Game sense: pedagogy for performance, participation and enjoyment. London: Routledge.
• Light, R. (2006). Game sense: innovation or just good coaching?. New Zealand physical educator, 39(1), 8.
• Pill, S. (2011). Teacher engagement with teaching games for understanding-game sense in physical education. Journal of physical education & sport/citius altius fortius, 11(2).
• Nesa (2017). NSW syllabus: PDHPE. Accessed October 7, 2018 from https://educationstandards.Nsw.Edu.Au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-6-syllabus
• Young, M (2013) [IMAGE]. Teaching Fundamental Movement Skills for Primary Students. Retrieved October 7, 2018 from
https://melissayoungteachlearn.wordpress.com/2013/08/11/teaching-fundamental-movement-skills-for-primary-students/