The document discusses the Game Sense approach to teaching physical education. Game Sense focuses on having students play games throughout lessons rather than focusing on technical skills. It aims to develop students' strategic awareness and decision making during games. Some strengths of this approach include developing student appreciation of games, fundamental movement skills, human growth, inclusion, social interaction, and enjoyment. The Game Sense approach is linked to skills, knowledge, and content outcomes in the NSW PDHPE syllabus.

1. Game Sense Approach
Parents and Caregivers of Stage 1 students.
Welcome to Planet
Mercury
On this planet, you will examine a small and
short presentation about the use of the
Game Sense Approach in the teaching and
learning of my PE classes.
Miss Njeim

2. What is the Game Sense
Approach?
The Game Sense approach is a new way of teaching PE.
This new way of teaching includes letting our students focus on the
games throughout the lessons (Towns, 2002).
The main purpose of the Game Sense approach is to allow the
students to concentrate on the actual game rather than allowing them
to be technical whilst playing.
I encourage ALL our players to be more aware of the games they
participate in as well as enforcing the rule to make better decisions
throughout it.
This approach helps our children to be strategically aware in the idea
of the games we participate in PE . This, as well as, developing
diverse skills in physical development. (Towns, 2002)
The most important aspect about the Game
Sense Approach is that the students can
have FUN !

3. Strengths of the Game Sense
Approach.
 Bunker and Thorpe's (1982) model of Game Sense depicts
the development of any game when using this approach.
 It details how using Game Sense can develop student
appreciation, awareness and execution towards their
performance of the game.
Bunker and Thorpe, 1982

4. Strengths of the Game Sense
Approach.
There are a few major strengths that can also be developed by using
the Game Sense Approach (Light, 2013). These include:
 Human growth
 Inclusion
 Social Interaction
 Motivation
 Enjoyment.
DID YOU KNOW?
The Game Sense approach can also help develop the Fundamental
Movement Skills for our students. These can include:
Balancing, Catching, Sprinting, Leaping, Kicking, Skipping
Overarm throws, Side Galloping and Dodging.

5. Game Sense as a teaching
approach.
• As a teaching approach, Game Sense provides a sense of
accomplishment; not only for the educator, but for the students
themselves.
• It produces relationships between students and also develop their
fundamental skills.
• This teaching approach can further develop the young minds of primary
students in other areas related to PDHPE.
• Game sense, as a teaching approach, can give a sense of freedom to the
students; however it can also deliver diverse understandings and
concepts about participating in games.
• The Game Sense approach as a teaching strategy is a positive way of
gaining a professional relationship with the students. They can look upon
us, as educators , as a form of a friend rather than a coach.

6. Links with PDHPE Syllabus
Content.
• The Game sense approach is linked directly to the NSW BOSTES
PDHPE syllabus:
Content - Playing the Game:
- safety considerations
- benefits of participation
- influences on choice of activity
- teamwork/cooperation
- roles and responsibilities
- effort and practice
- fair play
- rules and tactics
(Board of Studies, 2007)

7. Links with other PDHPE
Syllabus Outcomes
Skills Outcomes:
Communicating COS1.1: Communicates appropriately in a variety of ways.
Interacting INS1.3 Develops positive relationships with peers and other people.
Moving MOS1.4 Demonstrates maturing performance of basic movement and compositional
skills in a variety of predictable situations.
Knowledge & Understanding Outcomes:
Games and Sports GSS1.8: Performs fundamental movement skills with equipment in minor
games.
(Board of Studies, 2007)

8. Reference
 Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
 Bunker, D., and Thorpe, R., (1982) A model for the teaching
of games in secondary schools. Bulletin of Physical Education, 18(1), 58.
 Light, R. (2013). Game sense for physical education and sport coaching.
In Game sense: Pedagogy for performance, participation and enjoyment (pp.
37-47). London, UK: Routledge.
 Towns, J. (2002). About Game Sense. University of Wollongong.