This document discusses Game Sense, a philosophy for teaching physical education that focuses on fun, playing, thinking, communicating, inclusion, challenge, and being player-centered. Game Sense involves modifying games, equipment, player numbers and rules to allow students to focus on skills while maintaining the tactical elements of sports. It emphasizes student autonomy and discovery through minimizing rules and coaching during games. Research shows Game Sense can develop students' tactical awareness, decision making, communication and perception skills.

1. Game Sense
Mrs Perez’s PDHPE Teaching Philosophy
In our classroom, we value
• Fun
• Playing
• Thinking
• Communicating
• Inclusion
• Challenge
• Player-centred
(Australian Government. Australian Sports
Commission, 2017)

2. What Is Game Sense?
Game sense is a philosophy for teaching and learning Physical Education. It is
supported by constructivist learning principles which identifies that learners
absorb knowledge through the process of engaging in meaningful experiences
(O’Leary, 2016).
Research recognizes that Game Sense has value in its attempt to “…develop
students’ tactical awareness, decision making [skills, communication skills and
perception] within modified games,” (O’Leary, 2016).
Game Sense is applied when we modify playing areas, equipment, the numbers
of players and the rules of games, whilst maintain specific tactical intricacies of
the adult game so that students have the opportunity to focus of particular
skills (O’Leary, 2016).

3. Game Sense and Fundamental Movement
Skills
The Board of Studies, NSW (2012) identifies that
Fundamental movement skills are not naturally developed
and should be nurtured through students participation in
various ways, such as through play and games.

4. Game Sense in Action
Below is an example of how Game Sense is applied to Physical Education lessons.
The intent of employing this game is to encourage students to develop the
fundamental movements of sprinting, dodging and leaping; by playing an invasion
game that will promote abilities for their participation in sports such as rugby, Oz
tag, AFL.
(Teakel, 2011)

5. Strengths of Game Sense as a Teaching
Approach
The concept of Game Sense had really struck a cord with me when I was reading
Gary Townsend’s (2007) excerpt about Game Sense. He highlighted students
enjoyable engagement in physical activity and ‘un-organised’ sport everyday in
the playground. He also identified that students were pleasurably discovering
“…complex skills of evasion, team work, rules, spacial awareness [and] tactics,”
(Townsend, 2007., p. 1)on their own with no adult management. Here lies, what I
believe to be the key strength of Game Sense; guiding but not controlling
students in their participation of physical activity. Children are empowered
when they are given opportunities to practice their autonomy. I believe this is an
important facet of Game Sense, because when games are modified to reduce
rules, teachers do not have to over-coach and manage students. This allows for
students to develop their independent learning abilities whilst simultaneously
focusing on particular FMS’s.

6. Game Sense and Board of Studies NSW K-6 PDHPE
Syllabus (2012)
As mentioned above, Game Sense allows students to act autonomously during Physical
Education lessons. This in turn encourages positive attitudes of students toward learning,
and physical activity; and thus positive attitudes of themselves and others. This is very
relevant for the fact that teachers are mandated to ensure that the values of student
participation, belonging and physical health and safety are upheld (Board of Studies, NSW.,
K-6 PDHPE Syllabus, 2012).
4W will meet the following outcomes from the Syllabus, through either engagement with
Game Sense:
COS2.1: Uses a variety of ways to communicate with and within groups
- Reports on participation in games and activities
INS2.3: Makes positive contributions in group activities
- Develops friendships and support networks with a range of poeple

7. Game Sense and Board of Studies NSW K-6 PDHPE
Syllabus (2012)
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of
familiar and new situations.
- Throws overarm, kicks and strikes
ALS2.6: Discusses the relationship between regular and varied physical activity and health
Participates in regular physical activity
Contributes to physical activity programs eg peer leader/tutor, sharing equipment
GSS2.8: Participates and uses equipment in a variety of fames and modified sports
Demonstrates fun ways of practicing skills
Practices and refines movement skills in a variety of games

8. Reference List
Australian Government Australian Sports Commission. (2017). Sportingschools.gov.au. Retrieved 13
October 2017, from https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-
resources/game-sense-approach
Board of Studies NSW. (2012). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney: Board of Studies NSW.
O'Leary, N. (2016). Learning informally to use the 'full version' of teaching games for understaning.
European Physical Education Review, 22(1), 3-22.
Townsend, G. (2007). Game Sense by Gary Townsend. Newcastle upon Tyne: Well Read Bookshop Ltd.
Treakel, S. (2011). Game Sense Training Players to Think!. Victoria: AFL Victoria. Retrieved from
http://websites.sportstg.com/get_file.cgi?id=1727032