The document discusses the Game Sense approach used to teach physical and health education. It defines Game Sense as a student-centered approach that uses modified games to help students develop skills like decision making, communication, and motor skills. The Game Sense approach has four categories of games and encourages inclusion, collaboration, and allowing students to learn at their own pace. It achieves outcomes of the PDHPE K-6 syllabus such as communicating, decision making, and interacting. Overall, the document promotes the Game Sense approach as a beneficial alternative to traditional sports instruction for teaching students important skills through modified games.

1. WHY GAME SENSE
APPROACH?
Created by Hunaiza Yousaf

2. WHAT’S
NEW?
◦ Our school has implemented a new strategy to approach physical and
health education by using the ‘Game Sense Approach’. Many parents
have questions about this approach and this PowerPoint will address all
questions and answers.
◦ The traditional approach of teaching PDHPE consisted of elite players
playing a sport that are merely just ”good at” but not understanding the
dynamics behind the sport.
◦ Its time we take a different approach and educate our students through
the understanding of Game Sense Approach in PDHPE lessons.

3. WHAT IS GAME
SENSE?
The Curriculum Support Education of NSW (2014) defines game sense as an approach teachers use in order to teach PDHPE . The
approach utilizes many approaches by using the idea of a collaborative approach.

4. What is game
sense and the
4 categories of
Game Sense?
◦ A game sense approach uses the notion where all games are played by teachers and
also taught by them in a specific method. The four categories all use the skills and
outcomes from the PDHPE K-6 Syllabus to enhance a students personal health and
development.
◦ Light highlights the importance of game sense by portraying it to be an approach
that is more student centered and allows students to develop their own skills and
knowledge whilst actively being engaged in the game. His argument is highlighted
through three processes. These processes include the game representation followed
by the tactical awareness on what to do and concludes with the skill execution on how
to do it.
◦ These processes allow students to develop skills in game sense which is highlighted in
the PDHPE K-6 Syllabus as they learn to be active with the use of their loco motor
skills, draw on ideas on the awareness of bring active, integrate teamwork and
collaboration in their games and also gain different roles and responsibilities during
the game sense approach.
◦ The four categories of Game Sense are:
◦ 1. Invasion games that include soccer, touch football or netball etc.
◦ 2. Target Games that includes golf, bowling etc.
◦ 3. Court and Net Games that includes volleyball, noucan ball or tennis etc.
◦ 4. Striking and fielding games that include diamond cricket, soft ball etc.

5. Why use this
approach
though and
its benefits?
◦ Game Sense approach encourages students to refine their skills in a
more game based way rather than students coming to class with pre-
existing skills and building on them (Pil, 2011).
◦ Game Sense utilizes games that are modified to meet the needs of all
students and is particularly smaller. It allows students to work on their
skills through small modified games rather than large games that
expect student to know the skill already.
◦ Game sense games encourages inclusion for all students which is a
priority in the K-6 PDHPE Syllabus. It allows all students to learn through
their practical experience and students are able to build on their skills
and make their own outcomes/solutions.
◦ The main reason as to why Game Sense Approach is taken into
consideration because it follows a way where students do not feel like
advanced learners can dominate the lessons. It makes parents feel
comfortable that their child is In a learning environment that is inclusive
for all learners, whether they are advanced or emergent learners.

6. How does
this link to
the Syllabus?
◦ The Game Sense Approach links to the Syllabus by achieving the
outcomes below:
◦ Communicating (COS3.3)- communicates confidently in a variety of
situations. The Game Sense approach aims to enhance communication
between students and also improve competitive occasions.
◦ Decision making (DMS3.2)- making informed decisions and accepts
responsibility for consequences. With the game sense approach,
students are encouraged to make quick decisions during the small
modified games.
◦ Moving (MOS3.4)- refines and applies movement skills creatively to a
variety of challenging situations. The game sense approach aims to
allow students to apply movement skills in all PE lessons.
◦ Interacting (INS3.3)- acts in ways that enhance the contribution of self
and others in a range of cooperative situations. The game sense
approach encourages all students to interact with one another in order
to improve their skills.

7. Skills students
develop in
Game sense
◦ Students develop their fundamental movement skills which includes
their loco motor skills. E.g. running, jumping, skipping, hopping etc.
◦ Students improve on their balance which allows students to keep their
body still in the same movement even though their movements move
around the horizontal and vertical axes.
◦ Students learn to develop their ball skills in small modified games e.g..
throwing, catching, striking and kicking.

8. ◦ References
◦ Curriculum resources - NSW Department of Education. (2017). Dec.nsw.gov.au. Retrieved 8 May
2017, from http://www.dec.nsw.gov.au/what-we-offer/education-and-training/curriculum-
resources
◦ Board of Studies
◦ Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical
education: Is Game Sense the answer. In Proceedings of the Asia Pacific Conference on Teaching
Sport and Physical Education for Understanding.