The document discusses the Game Sense approach to teaching physical education. Game Sense uses games as a learning tool to develop students' tactical and strategic thinking as well as skills. It is a student-centered approach that allows students to develop skills while actively participating in games. The document provides examples of how teachers can implement the Game Sense approach and the skills and outcomes students can gain from this style of learning.

1. G A M E
S E N S E

2. Why PDHPE in Schools?
Personal Development Health and Physical Education
(PDHPE) is one of the six key learning areas (KLA’s)
within the NSW Primary School Curriculum.

3. When teaching physical education lessons, teachers
use a variety of approaches to meet students needs
and learning abilities.
One new approach that teachers are finding useful is
Teaching Games for Understanding Approach (TGfU)
also known as ‘Game Sense’.
Game Sense
Come along with me and my friends to find out
about ‘Game Sense’; what it is, how we engage in
‘Game Sense’ activities, the skills we learn from
these activities and why ‘Game Sense’ is the best
approach when teaching PE.

4. What is Game Sense?
"Game Sense"
uses games as a learning tool to
increase motivation of players
develop tactical and strategic
thinking
improve skills for further game
participation

5. The Game Sense approach is a variation of
Bunker and Thorpe’s Teaching Games for
Understanding (TGfU) model. The Game Sense
approach became prominent in Australia
following a visit by Rod Thorpe to Australia in
1996.
Game Sense Approach
A ‘Game Sense Approach’ provides an ideal
means through which teachers can address the
Quality Teaching Framework in the teaching of
games and sport.

6. The Games Sense approach is a student-centred
and inquiry-based approach that
allows students to develop and enhance their
skills and understandings while being actively
involved in the game.
Game Sense Approach
All games and sports have tactics, strategies and
techniques which players need to master before they can
effectively participate in particular games and sports.
Through game sense approaches such as participation in
modified games students can learn these skills they than
can transfer to the specific sports.

7. Game Sense
Approach
Game Sense encourages problem solving
through the use of physical activity. Through
‘Games Sense’ approaches students are placed
in situations where decision making and
problem solving are essential for successful
performance.
Game Sense approaches focus on strategies such as
questioning to stimulate thinking about the game instead
of using a more direct teaching or coaching approach.
The teacher prompts cues throughout student
participation. Students further learn skill development.

8. Game Sense
Approach
Game Sense integrates physical, intellectual
and social learning. Children can learn and
understand similarities between games and
explore common principles.
If you would like to know more about ‘Teaching Games
for Understanding (TGfU) - Game Sense Approaches,
you can visit this ‘youtube’ link:
http://www.youtube.com/watch?v=RKzAbB2Lg6U

9. Game Categories
The ‘Game Sense’ approach categorises team games
into four groups. The division of these games into the
four categories is based on the physical characteristics
of the game, the fundamental skills required and the
tactical problems or primary rules of the game.
These are identified in the PDHPE syllabus as invasion
games such as soccer, touch football and netball;
target games such as golf, archery and bowls; court
and net games such as volleyball, tennis and
badminton; and striking and fielding games such as
cricket and softball.

10. Game Sense in Action
Yesterday Miss Vangarden took 3V out
on the field to play an invasion game
called “snag-a-tag”.
The concept of the game was for student’s
to defend their goal, and strike, work together
to ‘defeat’ the opposing team by snatching the
tags ‘snag-the-tag’ off the opposing team and
kicking the soccer ball into their try line.
The game was a modified version
of soccer, netball and oz-tag. We used a range of
game tactics from each. The game tactics and skills
increased in complexity as the game progressed and
new rules and game changes were made. This
required us to collaborate, make decisions and use
existing and learning new skills.

11. Outcomes We Achieved
Interacting
INS2.3 - Makes positive contributions in group
activities.
Communicating
COS2.1 - Uses a variety of ways to
communicate with and within groups.
Games and Sports
GSS2.8 - Participates and uses equipment in a
variety of games and modified sports.
practises and refines movement skills in a variety of games
demonstrates efficient ways of using equipment while
working cooperatively with others
demonstrates a range of skills in practices and modified
games, eg throwing and catching in moving and
stationary positions

12. Skills Developed
in Game Sense Fundamental Movement Skills
1) Locomotor skills, such as running,
jumping, hopping, galloping and
skipping.
2) Balance, this is where the body
remains in the same place though
moves around its horizontal and
vertical axes.
3) Ball skills, such as catching,
throwing, kicking and striking

13. Links to Syllabus
Active Lifestyle
Ways to be Active
- skill development activities
- skill practice in minor games
- minor games with high level of participation
- regular participation in daily activity
Decision Making
School and Play Safety

14. Links to Syllabus
Games and Sports
Non-locomotor Skills - stretch/bend/twist, dodging,
swinging and balancing
Locomotor Skills - running/sprinting, dodging – side stepping and
jumping/landing
Manipulative Skills – throwing, pitching, fielding/catching, dribbling, change
direction, striking/hitting, kicking and passing.
Games - spatial awareness, creating space and positional awareness
Minor games - chasing games, ball games/relays, territorial games and
modified games
Playing the Game - safety considerations, fair play, teamwork, benefits of
and influences on participation, roles/responsibilities,
effort and practice, competition,
rules/tactics/strategies

15. Teachers Note Why Game Sense?
These outcomes include my students
gaining an understanding of :
- the aim of the game.
- the skills and tactics needed for success.
- the skills and tactics they learn are
transferable to other games and sports.
Rationale and teachers
approach

16. Teachers Note
The strengths of teaching a Game Sense
approach is students participate in decision
making, tactics, problem solving and
students skill development are consistently
developing throughout the game.
Through a Game Sense approach
students also have the opportunity to develop self-expression,
socialisation skills and their conflict
resolution skills, whilst incorporating the knowledge
essential for a healthy lifestyle.
Rationale and teachers
approach

17. T
H
E
E
N
D

18. References
Australian Government Australian Sports commission (n.d). Sports coach: Teaching games for understanding (TGfU). Retrieved 23rd September
from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
Australian Sports Commission. Youtube link. Coaching - Game Sense - Part 2. retrieved 23rd September from
http://www.youtube.com/watch?v=RKzAbB2Lg6U
Brookes, L. (n.d). How game sense approach in physical education can develop cognitive thinking. Physical education. Somerville House.
Curry, C. (2011). Using the game sense approach to deliver quality teaching in physical education. Engaging learning. Retrieved 23rd
September 2014 from http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-deliver-quality-teaching-in-physical-
education/
Curry, C. (2011a). Using the game sense approach in physical education. Engaging learning. Retrieved 23rd September 2014 from
http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-in-physical-education/
Google. (2014). Google images. Retrieved 23rd September from https://www.googleimages.com.au.
Light, J. (2012). Game Sense. Pedagogy for Performance, Participation and Enjoyment. Routledge studies in physical education and youth
sport. Routledge: UK.
Light, R. (2002). Engaging the body in learning: Promoting cognition in games through teaching games for understanding. ACHPER Healthy
Lifestyle Journal, 49(269-87).

19. References
Light, R. (2003). The joy of learning: Emotion and learning in games through teaching games for understanding. Journal of physical education
New Zealand. (p.93-99).
New Zealand Rugby Union. (2014). Coaching toolbox. Game development: Game sense. Retrieved 23rd September 2014 from
http://www.coachingtoolbox.co.nz/table/game-sense/
NSW Government. (n.d). PDHPE: Game sense to practical lessons. CS Feature Article. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
NSW Government. (2011). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and
sports. Games categories. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games_002.htm
NSW Government. (2011a). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and
sports. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games.htm
Pearson, P., Webb, P., & McKeen, K. (2005). Linking Teaching Games for Understanding (TGfU) and Quality Teaching (QT). Game Sense youtube
clip: http://www.youtube.com/watch?v=RKzAbB2Lg6U