The document discusses the game sense approach to teaching physical education. Game sense focuses on developing students' understanding of game principles and decision-making rather than strict skills. It involves categorizing games based on common principles and manipulating elements like time and space to problem-solve. The game sense approach enables students at all levels to develop skills for team games by understanding strategies. Teachers are encouraged to use this approach to introduce fundamental skills and engage younger students in an active way according to the PDHPE syllabus.

1. Game Sense
Teaching game sense to practical lessons of PDHPE

2. What is Game Sense?
 When teaching practical lessons to students we need to
use a variety of approaches to develop game skills.
 O’connell (2014) states“The approach is based on the
assumption that certain principles are common across a
range of games and that teaching students about the
principles will enable students to be able to perform in
the game with more understanding”.
 Teaching younger students games can be a difficult
concept, we need to develop ways in which skills can be
learnt before playing any structured game.

3. Game Sense Categorized
in Team Games
 Game sense approach are categorized into four
areas of team games:
1. Invasion games e.g. Soccer, touch, netball
2. Target games e.g. Golf, archery, bowls
3. Court and Net games e.g. Volleyball, tennis
4. Striking and Fielding e.g. Cricket, softball
Each of these sports have similar principles which
helps students to learn about different sporting games.

4. Understanding the Game
Sense Approach
 Pill, S (2014) explains “the Game Sense approach
is one method which develops the broader
meanings of sport and physical activity as it focuses
on developing thinking through problem solving
using physical activity. The Game Sense approach
is a variation of Bunker and Thorpe’s Teaching
Games for Understanding model. The Game Sense
approach became prominent in Australia following a
visit by Rod Thorpe to Australia in 1996”.

5. Game Sense for students
at every level
 By focusing on this approach it enables students to
understand and develop ways to be taught skills for
games.
 This allows students to make decisions and solve
problems to make a successful performance. This
strategy of teaching and coaching develops skills for
specific activities.
 Pill, S (2014) explains how the “Teaching Games for
Understanding approach is a method that can be used
with all ages, from beginners to elite. By manipulating
time, risk and space elements of performance with
questions to make participants think through the various
aspects of performance, a rich understanding of the
game is developed”.

6. Strategies for Game Sense
 Games sense is important for teachers and coaches
to teach young children ways to develop their own
skills and understanding, while also being actively
involved in a game (O’Connell, J. 2014. 1).
 As a teacher I find this approach a great way to
introduce students to develop fundamental skills, for
team games.
 It conveys strategies that allows all children at every
level to further develop their own skills when playing
team games.

7. Teachers and Game Sense
Why it’s important?
 Teaching younger students fundamental skills can
be difficult concept to master. Though it is a
requirement to teach these younger students these
skills, the PDHPE Syllabus is a great way to further
develop these skills. This syllabus gives guidance
into each stages of a child’s development. It gives
teachers and coaches step by step information in
how to incorporate development skills. The
programs have subject matter that allows students
from K-6 that will be addressed throughout their own
schooling programs.

8. Reference:
 O’connell, J. (2014, October 10) Games senses
approach to practical lessons. Retrieved from
http:/www.curriculumsupport.education.nsw.gov.au/s
econdary/pdhpe/assets/pdf/pa_002.pdf
 Den Duyn, N 1996 'Why it makes sense to play
games', Sports Coach, 19(3), pp6-9
 Pill, S (2014, October 10) University School of
Education and President, SA Branch, Australian
Council for Health, Physical Education and
Recreation Issue: Volume 29 Number 2. Retrieved
from
http://www.ausport.gov.au/sportscoachmag/coachin
g_processes/teaching_games_for_understanding

9.  Foran, A. & Robinson, D. (2011) Pre-Service
Education Teachers’ Implementation of “TGfU
Tennis”: Assessing Elementary Students’ Game
Play Using the GPAI. St Francis Xavier University.
Vol 3, No 2.
 Personal Development, Health and Physical
Education K-6 Syllabus