The document discusses Game Sense, which is a student-centered teaching approach used in physical education. Game Sense allows students to develop skills within a game setting by modifying activities to suit different ability levels. It focuses on learning techniques through playing games first before focusing on mechanics. Game Sense is beneficial as it encourages cooperative learning, develops cognitive skills, and aligns with outcomes in the NSW PDHPE Syllabus such as participating in sports and understanding the health impacts of physical activity.

1. GAME SENSE
PRESENTATION
JANET RIFAI - 18028889

2. CONTENTS:
- What is Game Sense?
- Strengths as a teaching approach
- Links to the PDHPE Syllabus
- Reference List

3. WHAT IS GAME SENSE?
• Game Sense is also known as ’Teaching Games for Understanding (TGfU) (Pill, 2016).
• Game Sense is a student-centred teaching method that allows students to enhance
their own developed skills within the game (Light, 2006). Students are able to
combine these skills with the learning benefits included in the game, developing
further improved skills (Light, Curry & Mooney, 2014).
• Game Sense implements easy and complex modifications to cater to all diverse
learners with different abilities, as techniques are added according to a student’s
capability (Australian Sport Commission, 2017).

4. WHAT IS GAME SENSE?
• “Invasion Games such as “soccer, rugby, basketball and
Australian football” (Light, 2006, p. 10).
• “Striking Games as cricket and softball” (Light, 2006, p.
10).
• “Net/wall games such as volleyball, tennis and squash”
(Light, 2006, p. 10).
• “Target games such as golf, archery and bowling” (Light,
2006, p. 10).
• Game Sense modifications are sectioned into four different sport
categories that share the same movements and skills: (Light, 2006).

5. WHAT IS GAME SENSE?
• Challenging and motivating players to improve
understanding of the game strategies (Pill 2013; cited in Pill, 2016).
• Using questions and reflection to guide students in
understanding the game at each pause/break (Pill 2013; cited
in Pill, 2016).
• Setting challenges to promote an engaging and
interacting environment (Pill 2013; cited in Pill, 2016).
• Allow students to modifying tasks to express certain
skills and tactics of the game (Pill 2013; cited in Pill, 2016).
Game Sense can be demonstrate these four categories of by;

6. STRENGTHS AS A TEACHING APPROACH
• Students are encouraged to learn new techniques and skill by practicing the
game first, in order to understand the game through first experience, whereas,
a ordinary lesson focuses on perfecting these movements and tactics
separately, prior to the engagement of the game (Pill, 2016). This is an
comprehensive learning approach, where a students’ physical and mental
factors of students are taken in consideration (Pill, 2016).
• Students are controlling their own physical learning. With the support of the
facilitators, they are implementing their own creative ideas to enhance the
game. This enhances and develops their cognitive skills of communication,
decision-making and problem-solving whilst directing the game (Pill, 2016).

7. STRENGTHS AS A TEACHING APPROACH
• Coaches and teachers operating this approach within the game are decreasing the skilful needs
on students and avoid comparing students, who are not so skilled in sports, to those who are
(Light et al., 2014). This means students are playing to the best of their ability, without the
pressure of having to perfect their tactics and skills (Light et al., 2014).
• As a teaching approach, it is effective in promoting acceptance, collaborative and cooperative
learning. All students are included despite their weaknesses, abilities or strengths within
physical activity. This prevents prejudice such as bullying and exclusion for students (Light et
al., 2014).
• All students’ sense of individuality and differences are being focused and reflected thoroughly
in GS, in which is an imperative aspect to take in mind when promoting inclusiveness within the
learning environment.
• According to research, teachers also found that GS benefited and improved their pedagogical
practices within the learning space, as teachers are feeling confident in their teaching and
making their job as a teacher, enjoyable and easier to achieve an understanding across different
students (Pill, 2016).

8. LINKS TO PDHPE SYLLABUS CONTENT
• The Game Sense teaching approach promotes great learning, evidently linking to the NSW PDHPE Syllabus that
supports learning and teaching outcomes, which is a compulsory requirement for all teachers to follow by (NSW
BOS, 2007).
• Game sense can be fulfilled through the learning outcome of Game and Sports, GSS2. 8, “participates and uses
equipment in a variety of games and modified sports” (NSW, BOS 2007, p. 19). This is because students are open to
practicing and enhancing different necessary fundamental movements skills (FMS) which included running, catching,
throwing, kicking and striking. It is through this, in which enhances students awareness of tactical awareness,
techniques and rules in which build on their PDHPE knowledge (NSW BOS, 2007).
• It can be also achieved through the outcome of Active Lifestyle, ALS2.6, “Discusses the relationship between regular
physical activity and health” (NSW BOS, 2007, p. 19). By participating in game sense approach, students are engaged
to a range of physical activities, in which are are stage-appropriate and are embedded with skills that will facilitate in
their future development and overall, their quality of life (NSW BOS, 2007).

9. REFERENCE LIST:
• Australian Government: Australian Sports Commission (2017). Game Sense Approach. Sporting Schools.
Retrieved from https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-
sense-approach
• 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. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New
Zealand, 39(1), 8-20.
• New South Wales Board of Studies. (2007). Personal Development, Health and Physical Education. Sydney:
Board of Studies NSW. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-
fa2a-471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
• Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education
and Society, 21(2), 279-297.
• Pill, S. (2014). Informing Game Sense pedagogy with constraints led theory for coaching in Australian
football. Sports Coaching Review, 3(1), 46-62.

10. IMAGE REFERENCES:
• Bowling Clip Art [Digital Image]. (2017). Retrieved 1 October from https://pixabay.com/p-
40746/?no_redirect
• Children Clip Art [Digital Image]. (n.d). Retrieved 30 September from http://paladea.me/mil-un-
sabores/files/children-310223_1280-705x352.png
• Cricket Clip Art [Digital Image]. (n.d). Retrieved from http://images.clipartpanda.com/cricket-clip-
art-cricket-clipart-10.png
• Soccer Clip Art [Digital Image]. (n.d). Retrieved from http://jogosdefuteboldobrasil.com.br/wp-
content/uploads/2016/07/ball-157860-640-23072016190843.png
• Tennis Clip Art [Digital Image]. (n.d). Retrieved from https://101clipart.com/wp-
content/uploads/02/Tennis%20Player%20Clipart%2032.png

11. THANK YOU STUDENTS
& PARENTS FOR YOUR
ATTENTION!