The Game Sense Approach (GSA) focuses on learning skills through modified games that emphasize decision making and problem solving rather than direct instruction on techniques. It is student-centered and allows students to explore skills in context through inquiry-based learning. GSA aligns well with the PDHPE syllabus by providing opportunities for students to develop movement skills, positive attitudes, collaboration skills, and strategic thinking through modified games. Teachers act as facilitators by shaping the learning environment and asking questions rather than directing instruction.

1. GAME SENSE APPROACH
A guide for Parents
Caajal Sharma 17676452

2. What is the Game Sense Approach?
 The ‘Game Sense’ approach (GSA) was developed in Australia during the 1990s and is considered as
teaching games for understanding (Pill, Spittle & Zuccolo, 2014). The approach focuses on learning skills
through game where students are given opportunities to perform in environments that involves decision-
making and problem-solving skills of relevant tactics and fundamental movement skills (Light, 2006).
 This approach is different from the traditional technique-based approach and is student-centred as the PE
lesson focuses on playing the game instead of the execution of skills so students have the chance to
explore the certain skills required to achieve results.
 The Game Sense approach incorporates invasion (soccer, basketball), net/court (tennis, volleyball),
striking/fielding (cricket, basketball) or target (golf) games. These categories are important as they can be
easily modified and adapted during lessons.
 During play, students are organized in small groups where the game is to be played immediately instead of
listening to direct instructions or spending time practicing certain techniques (Pill, 2016).

3. Strengths of Game Sense Approach
“Engages players in learning by encouraging them
to think and talk about both the tactical and
technical aspects of play” (Light, 2006, p. 9).
Instead of telling players what to do
the learning environment is set to
guide players through problem solving
by asking them questions.
Games are learner-centred where
students can provide ideas or
modifications to the game/rules.
Students straightaway participate in playing
the game rather than learning drills which
become boring.
Ensures all students are included and
actively participating in the learning
experience regardless of their diverse
capabilities.
GSA encourages inquiry based learning were students are
having fun playing the game whilst contextually
discovering and developing various skills like movement
skills, game rules, collaboration and spatial awareness.
Students learn to develop problem-solving
and decision making skills as they start to
think autonomously about the strategies
used in games.

4. Strengths linked to the PDHPE Syllabus
The game sense approach has strengths aligned to the K-6 PDHPE Syllabus, (Board of Studies NSW, 2007) its
outcomes and content descriptors related to stage 3 (year 5).
 The approach directly corresponds to the aims, objectives and rationale of the PDHPE syllabus which
highlights providing students with learning opportunities where they can make informed decisions
associated with their health and wellbeing.
 GSA is centered on the belief that students should develop the overall appreciation for the game instead of
directing learning on perfecting techniques. In turn, this creates an enjoyable environment which encourages
students to develop positive attitudes towards leading an active lifestyle (outcome ALS3.6)
 The PSHPE syllabus states that it is imperative for students to develop fundamental movement skills,
therefore the game sense approach provides opportunities for students to cultivate and effectively apply
movement skills in sports/games through the process of inquiry and exploration, boosting their confidence
in performing and appreciation of physical activity. (outcome GSS3.8)
 Students develop strategic thinking by building and maintaining positive intrapersonal relationships. This is
another key focus area of the PDHPE syllabus that the GSA directly links to, providing opportunities for
students to learn from each other and collaborate to develop team building skills. (outcome IRS3.11)
(Board of Studies NSW, 2007)

5. As a teacher, the Game Sense approach enables me to shape the learning of my students through
the manipulation of the environment rather than providing direct instruction. My role will shift
from simply a coach to a facilitator, engaging my students in questioning as a foundation to
connect them to the meaning and purpose of activities, while also encouraging them to engage in
discussion about the tactical aspects of the game. Moreover, I will focus on designing quality,
modifying games with limited technical skill demands in order to match the diverse ability levels
of all my students. Through this approach, I am able to link my pedagogical practices with the
professional teaching standard 1.1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities (AITSL, 2014).
Why I incorporate Game Sense Approach in teaching

6. How will Game Sense approach be used in lessons?
Teaching the PE lessons according to the GSA ensures students develop the 5
fundamental PDHPE skills outlined in the K-6 PDHPE Syllabus.
 Incorporating invasion, net/court, striking/fielding and target games in my PE
lessons will ensure 5S will learn good game knowledge to execute imperative
locomotive skills. Modified to be student-centred, the games will constantly
challenge the players to refine their movement skills in creative ways to
achieve the demands of the game. (MOS3.4)
 Limited explanation of rules allows more time to play the game and greater
opportunities of peer interactions. Students then develop social skills to
confidently communicate in differing situations (COS3.3)
 GSA “utilises modified and designer games and play practices to develop
decision-making and tactical thinking, as well as sport- specific skills” (Pill,
Spittle & Zuccolo, 2014, p 21). Thus, students are both thinking and talking
about the technical and tactical aspects of play in various cooperative
situation to help resolve problems. ( INS3.3, PSS3.5)
 The lessons will always include a reflection period where players express
their ideas, make decisions on how to play the game and suggest
improvements for future lessons. This allows them to have full control of their
learning experiences and make decisions through implicit learning. (DMS3.2)

7. REFERENCE LIST
• Education Service Australia. (2014). Australian Institute for Teaching and School Leadership.
Retrieved 27 April 2017, from http://www.aitsl.edu.au
• Board of Studies, NSW. (2007). Personal Development, Health and Physical Education K-6 Syllabus.
Sydney: Board of Studies
• Light, R. (2006). Game sense: Innovation or just good coaching?. Journal of Phsyical Education New
Zealand, 39(1), 8-19. Retrieved fromhttps://vuws.westernsydney.edu.au/bbcswebdav/pid-2582210-
dtcontent-rid-
21957069_1/courses/102072_2017_1h101576_2013_1h_ImportedContent_20121127041828/G%20SE
NSE%20INNOVATION%20OR%20GOOD%20COACHING%20LIGHT.pdf
• Pill, S. (2016). Learning appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 21(2), 279-297. doi:10.1080/13573322.2014.912624
• Pill, S., Spittle, M., & Zuccolo, A. (2014). Game Sense Research in Coaching: Findings and
Reflections. University of Sydney papers in HMHCE, 1, 15-30. Retrieved
fromhttps://sydney.edu.au/education_social_work/research/centres_and_networks/ADPN/HMHCE-
papers/resources/HMHCE_GS_Ed_Article_02_2014.pdf