Game sense is a student-centered approach to teaching physical education that uses games as the focus. It emphasizes playing the game before practicing specific skills. This allows students to develop tactical awareness and decision-making skills within the context of the game. The approach focuses on fundamental movement skills like running, jumping, throwing, and catching. It has been shown to develop students' interpersonal skills, self-management, engagement and inclusion as they problem-solve and strategize in modified games tailored to different ability levels. Research also indicates it can reduce behavior issues compared to other teaching methods.

1. Game
Sense
Approach
PDHPE
Ahmad Zia Hadi

2. What is game sense?
 Game sense is a new student centred approach to teaching physical
education which uses games as the focus of the session
 This approach stresses on the game, rather than on techniques - players
play the game before practising skills that are necessary to playing the
game
Through this approach players are encouraged to become more
tactically aware and make better decisions and develop skills as they are
playing the game

3. Fundamental movement skills in Game Sense
Approach
• Static balance
• Vertical jump
• Dodge
• Side gallop
• Kick
• Skip
• Hop
• Leap
• Two hand strike
• Overarm throw
• Sprint run
• Catch
(NSW Department of Education and Training, 2000)
Fundamental Movement Skills
are the building blocks for
movement. They develop the
essential step towards
establishing a life-long
commitment to physical
activity.
(Spans, 2010).

4. Game Sense Categories
 Target: Golf, curling, archery and darts
Net and wall: Tennis, volleyball, badminton
Striking: Cricket, baseball and softball
Invasion: Rugby, basketball, hockey

5. The strengths of Game Sense as a teaching approach
Game sense approach to teaching helps children to learn through reflecting upon their
own experiences which is more meaningful. This is in line with the rationale and aims
of the PDHPE K-10 syllabus 2018 which emphasise on the students development of
knowledge , understanding, and skills that are important to their health and wellbeing.
 The building of skills and enhancing performance is another focus of the syllabus.
The research suggests that the game sense approach allows students to build skills and
enhance their performance by encouraging them to think and talk with their peers to
create new tactics and technics as they are playing
Children have also developed self management skills. In this game sense approach the
teacher does not limit the children by telling them what to do, but rather, sets the
learning environment and facilitates them through problem solving, and decision
making by asking them questions.
The PDHPE K-10 syllabus emphasises on building interpersonal skills and
relationships. In this approach it is proven that children have developed interpersonal
skills and relationships while working in teams to develop their strategies in the games
(Light, 2006)

6. The strengths of Game Sense continued…
 This approach is very engaging and fun for the students, because it encourages
modification (easier or harder) to accommodate different ability levels and therefore
maximises inclusion of all children and challenge. Through this children build more
confidence when they feel included.
This approach is also linked with the effective domain of learning and satisfying
student desire to play, and emphasise student empowerment and responsibility for
their behaviour and learning which is one of the key aspects of PDHPE rationale.
 Research has also shown that there is less behaviour management issues when
teachers have used this approach.
(pill, 2016)

7. References
Towns, J. (2002). About game sense. Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-3912527-
dt-content-rid-28958810_1/courses/102072_2019_1h/Games%20Sense%20Supplemental%20Reading.pdf
NSW department of education and training. (2000). Get skilled: get active. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf
Light, R. (2006). game sense: innovation or just good coaching? Richard Light, 39(1), 8. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3912527-dt-content-rid-
28958719_1/courses/102072_2019_1h/101576_2013_1h_ImportedContent_20121127041828/G%20SENSE%20INN
OVATION%20OR%20GOOD%20COACHING%20LIGHT.pdf
NSW ministry of health. (2010). NSW schools physical activity and nutrition survey (1). Retrieved from
https://www.health.nsw.gov.au/heal/Publications/spans-2010-report.pdf
Board od Studies NSW. (2018). Personal development, Health and Physical Education K-10: syllabus. Retrieved
from file:///C:/Users/user/Downloads/pdhpe-k-10-syllabus-2018-pdf.pdf
Shane, P. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society, 21(2), 1-19. Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-3912527-dt-content-rid-
28958758_1/courses/102072_2019_1h/An%20appreciative%20inquiry%20exploring%20game%20sense%20teaching
%20in%20physical%20education.pdf