The document discusses Game Sense, an approach used in physical education classrooms. Game Sense focuses on using game-like activities to develop students' skills in an enjoyable way rather than repetitive drills. It aims to develop students' technique, decision-making, critical thinking and tactical skills through modified games. This student-centered approach contrasts with traditional methods that focused on perfecting skills individually before applying them in games, which failed to meet all learning outcomes. Game Sense engages students in modified games to develop both physical and cognitive skills while encouraging reflection to improve participation.

1. What is Game
Sense?
Why is it used in our
classroom?

2. What is Game Sense Approach?
 Game sense contextualises learning through games
or game like activities.
 It is a student-centered approach as it places the
needs and abilities of players before the importance
of the game.
 A systematic coaching approach
which focuses on the enjoyment
of games rather than the acquisition
of technique.
 The game sense approach focuses
on the idea that technique is
developed through play.
(Pill, 2011)

3. Traditional Approach
 Previously, teaching practices in PDHPE revolved
heavily around developing physical skill while decision-
making and tactical understanding skills were
neglected.
 Such approaches are unqualified in developing
intellectual competencies of critical thinking skills in
sport (Cushion, 2003).
 The approach involved practicing skill and technique
repeatedly until perfected before applying in a game
situation.
 Such techniques have failed to cover all aspects of
syllabus outcomes.
(Pill, 2011)

4. The Rationale of Game Sense
 Game Sense was developed in order to steer from traditional forms of teaching,
which proved to be ineffective in covering all PDHPE syllabus outcomes
effectively. As traditional forms of teaching focused solely on the acquisition of skill
prior to application through game, students lacked development in decision-
making and tactile awareness skills.
 The Game Sense approach targets various aspects of the Personal Development,
Health and Physical Education, Primary K-6 Syllabus as it places game-like
environments at the center of learning and development. Through this students
develop communication, decision-making, interacting, moving and problem
solving skills while developing an appreciation for physical activity and its
importance to personal health. Through the Game Sense approach students
develop creativity in performance and motivation to exceed whilst acquiring new
skills and technique. It also promotes deeper understanding, generates tactile
awareness and develops independent decision-making skills.
 As a teaching approach, Game Sense focuses on the students, physical, social
and intellectual skills. It allow teaching to use purposeful questioning to guide
student discovery and then understanding of game performance. Students are
encouraged to reflect on their participation in order to progress in play.
(Pill, 2011)

5. Benefits of Game Sense
 Engages students in minor and modified game
strategies and concepts where development of
both skill and understanding of tactics of the game
are included.
 Encourages simple modifications to accommodate
varied abilities.
 Maximises student inclusion.
 Modified game rules- to teach a specific aspects
of a game. E.g. invasion sport.
 Promotes development of ‘thinking’ skills.
(Light, 2012, 2013)
(Pill, 2011)

6. What is Purposeful Questioning?
 The aim of Game Sense Approach and purposeful
questioning is to develop understanding, skills, values
and attitudes in each student to lead healthy and active
lifestyles.
I. What was the aim of the game?
II. What are the advantages and disadvantages of the
game?
III. What skills did you use when playing?
IV. What have you learned about physical education
throughout the game?
V. What are some concepts you have learned
throughout the game?

7. References
 Light, R. (2012). Game sense: Pedagogy for performance,
participation and enjoyment. Routledge.
 Light, R. L. (2013). Positive pedagogy for physical education
and sport: game sense as an example. In Contemporary
developments in games teaching (pp. 41-54). Routledge.
 Mandigo, J., Holt, N., Anderson, A., & Sheppard, J.
(2008). Children's motivational experiences following
autonomy-supportive games lessons. European Physical
Education Review, 14(3), 407-425.
 Pill, S. (2011). Teacher engagement with teaching games for
understanding-game sense in physical education. Journal of
Physical Education & Sport/Citius Altius Fortius, 11(2).