The game sense approach is a student-centered strategy used in physical education that focuses on problem solving within modified games and sports. It emphasizes developing cognitive skills over technique and allows students to experience games first before being taught specific skills. Game sense lessons involve playing a modified game, identifying what skills are needed to play properly, practicing those skills, and then reengaging in the game. This approach aligns with outcomes in the NSW physical education curriculum and has been shown to improve student learning more than traditional instructional methods.

1. GAME SENSE
APPROACH!
WHAT, HOW AND WHY ?

2. WHAT IS ‘GAME SENSE’ APPROACH?
• The Game Sense approach is a strategy that develops the in-depth
meaning of sport and physical activity as it concentrates on developing
the skill of thinking through problem solving utilising physical activity
(Pill, 2014,p.1).
• The game sense approach is completely student centred, which allows
students to develop their problem solving, thinking and understanding
skills while still being fully involved in the game.
• The game sense approach is a variation of Bunker and Thorpe’s
Teaching Games for Understanding model (Pill, 2014,p.1).

3. WHAT IS ‘GAME SENSE’ APPROACH ?
• Game sense approach tends to use small sided, altered games
that integrate important strategic structures, but are adapted to
fit all different age, size, skill, and motivation (curry, 2011, p.1).
• The game sense approach groups team sports into four key areas:
- invasion games e.g. soccer, ultimate frisbee, netball
- target games e.g. golf, archery, bowls
- net and wall games e.g. volleyball, tennis,
badminton
- striking and fielding games e.g. cricket, softball
(curriculum support, N.D, p. 7)

4. WHAT IS ‘GAME SENSE’ APPROACH?
• The game sense approach creates a great learning experience for
students in NSW schools.
• Research has proven that the ‘game sense’ approach has greatly
improved students cognitive learning (Brookes, N.D, p. 3).
• The game sense approach is utilised by firstly playing a modified
game, followed by helping the players figure out what they need to
do in order to play the game properly, then teaching the skills of
the game and finally practicing the particular skill in another
game.

5. WHY WE USE ‘GAME SENSE’ APPROACH IN
SCHOOLS?
• The ‘Game Sense’ approach has seen to be a lot more successful in
teaching students new skills and games than the traditional
approach.
• The ‘Game Sense’ approach has many strengths as it teaches
students what to do through a modified game and letting them
experience it for themselves, rather than by telling them.
• The game sense approach challenges students to think about what
they are doing and why they need to do it, allowing them to develop
skills easier.
• This approach is more engaging and fun for the students because
instead of learning the skill separately, it is intergraded into a
modified game which allows for students to be more involved and
hands on.
• The coach or teacher acts more as a facilitator as it is not technique
based, which allows the game to go on when possible, making it more
fun for the students.

6. HOW IT LINKS WITH THE SYLLABUS ?
• PE teachers using the Game Sense approach will able to meet the
requirements of the NSW Quality Teaching Framework and will also
be able to provide high quality learning experiences for all students.
• In the PDHPE syllabus under ‘Games and sport’ for stage 2, in
refers to how well a student ‘participates and uses equipment in a
variety of games and modified sports’. This learning outcome can be
met through the new ‘Game Sense’ approach as it allows students
to engage in modified games, and allows them to develop all
necessary skills.
• Also in the PDHPE syllabus one of the learning outcomes for stage
2, in ‘Moving’ is how well a student ‘displays a focus on quality of
movement and applying movement skills to a variety of familiar and
new situations. This is also met through ‘Game Sense’ approach as
the PE teacher modifies certain games so that the students can
develop sporting skills and tactics.

7. HOW IT IS IMPLEMENTED IN LESSONS?
• The ‘Game Sense’ approach is very student centred as it encourages them
to develop their own skills and understand, while still being heavily
involved in the game.
• To implement this learning approach in the class room, the teacher much
act more as a onlooker who is just observing instead of an instructor who
is constantly giving feedback, this will also boast a child’s self-esteem and
involvement.
• The PE lessons will become more student centred, focusing meeting all the
required syllabus points, and ensure the students are developing decision
making, interacting and communication skills.
• The games will be formed around minimal rules so that the game can
continue and have too many stops.
• Students will work towards a common goal.

8. REFERENCES:
Brookes, L. (). How The Game Sense Approach in Physical Education Can Develop
Cognitive Thinking. Retrieved from-http://
www.somerville.qld.edu.au/sites/default/files/How%20the%20Game%20S
ense%20Approach%20in%20Physical%20Education%20can%20Develop%20C
ongnitive%20Thinking_Leanne%20Brookes_0.pdf
Curriculum support. (N.D). Game Sense Approach to Practical Learning. PDHPE.
Retrieved from-http://
www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pd
f/pa_002.pdf
Curry, C. (2011). Using the Game Sense Approach to Deliver Quality Teaching in
Physical Education. Retrieved from-http://
learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-
deliver-quality-teaching-in-physical-education/
Pill, S. (2012). Teaching Games for Understanding. Retrieved from-http://
www.ausport.gov.au/sportscoachmag/coaching_processes/teaching
_games_for_understanding