2. Game Sense is designing a game to achieve
particular outcomes, focusing on the game rather
than practicing techniques (Light, 2012; Jacobs,
2002). Games are modified and adapted to
emphasise particular fundamental movement skills
and motor skill learning (Pill, 2016). Designing a game
that suits the needs of the children make learning
more meaningful and effective (Light, 2012).
3. Players are given the opportunity to develop their
tactical and strategic skills, and make better
decisions during the game (Jacobs, 2002). Games
are a fun and effective way of developing the
skills students need and the chance to explore
and experiment their motor skills. A Game Sense
approach allows students to build their autonomy
and become responsible for their own learning
while developing skills (Light, 2012).
4. This teaching style has the capacity to incorporate
a range of fundamental movement skills whilst
being enjoyable, and skills taught without isolation
(Jacobs, 2002). Games are also designed based on
students’ abilities and interests which improves and
increases student body experiences.
5. Fundamental Movement Skills is the foundation
for human movement in a range of physical
activities. They are:
Static balance
Sprint run
Vertical jump
Catch
Hop
Side gallop
Skip
Overarm throw
Leap
Kick
Two handed strike
Dodge
(NSW Education Standards Authority, 2018)
6. Rationale
Game Sense (GS) is an effective teaching style when teaching content
from the PDHPE syllabus whilst making it enjoyable and meaningful for
students. The syllabus encourages students to learn how to interact
respectfully with others (NESA, 2018). GS is an inclusive setting where
diverse student learners are given the opportunity to play and develop
their skills alongside with their peers. Through PDHPE, students develop self-
management and self-confidence (NESA, 2018). These are attributes that
are heavily linked with the GS approach. It is during sport that students are
expected to engage in healthy lifestyles and physically active living
(NESA, 2018). GS encourages students to participate in the games and
become more involved in physical activity, which promotes healthy living.
Other skills from the syllabus hat are applied in the GS approach are:
moving, problem solving, communicating, and decision making.
7. The strengths of using a Game Sense approach are valuable for
student learning experiences as it is highly beneficial for student
growth and development. Students will become more resilient and
confident learners in a physical education setting. This will further
develop and prepare them for their future. Game Sense is an
inclusive and diverse way of learning fundamental movement skills.
This is achieved in an enjoyable, engaging and fun environment.
Student knowledge about games and sports will increase and
become more understandable with the modified and
interchangeable lessons. This approach suits any type of setting
and location, whether inside the classroom, on a field or on a
court. All these combined justifies why a Game Sense approach is
an excellent way of teaching sport.
8. Reference List
Light, R. (2013). Game Sense Pedagogy for Performance, Participation and Enjoyment. Milton
Park, Abingdon, Oxon ; New York: Routledge.
NSW Education Standards Authority. (2018). Personal Development, Health and Physical
Education K-10 Syllabus. Sydney: NESA
Pill, S. (2013). Using Appreciative Inquiry to explore Australian football coaches’experience with
game sense coaching. Sport, Education and Society, 20(6), 1-20.
Towns, J. (2004). Game Sense Online - Utilising the Web for the Professional Development of
Physical and Health Education Teachers. Melbourne: University of Melbourne.
