The document discusses the Game Sense approach to teaching physical education. It explains that Game Sense is a student-centered approach that focuses on playing modified games to develop skills like decision making and problem solving, rather than separate skill drills. It places students at the center of learning through questioning rather than direct instruction. The approach has benefits like promoting positive attitudes, considering student needs, and allowing critical thinking. It also aligns well with the NSW PDHPE curriculum's emphasis on skills like collaboration. In conclusion, the teacher believes Game Sense is the best approach for developing well-rounded students and ensuring PE is enjoyable for all ability levels.

1. Game
Sense
Approach
Rationale
Miss Aman Year 5A

2.  In PDHPE, teachers use a variety of approaches to meet
students needs and learning abilities. The most useful and
relatively new approach that teachers use is the ‘Game
Sense’ approach.
 As a teacher, I believe the Game Sense approach is the most
effective way for students to learn many life long skills due
to its benefits. This approach also links well with the new
NSW PDHPE K-10 Syllabus.

3. What is a Game Sense approach?
 Game Sense is a variation of Teaching Games for Understanding (TGfU). It focuses on the game and not
on the skills or techniques that traditional approaches see as fundamental to master before playing the
game (Webb, Pearson, & Forrest, 2006). Hence, the ‘Game Sense’ approach is “game centred” rather than
“technique centred” (H.Curry, personal communication, July 31, 2019)
 The Game Sense approach modifies games for students to give it meaning and relevance. It is a student-
centred and inquiry-based approach, which allows students to develop decision making, tactical thinking,
and sport specific skills while still being involved in the game (Light, Curry, & Mooney, 2014).
 Game Sense approach places students in the centre and learning is approached through questioning
rather than providing direct instructions (Light, Curry, & Mooney, 2014).

4. Game Sense
 Invasion Game – Soccer, Basketball
 Striking and Fielding Game – Cricket, Soft Ball
 Net and Wall Games – Tennis, Volleyball, Badminton
 Target Games – Golf, archery, bowls
(Light, 2013)
Game Sense approach groups team sports into four key categories,
with each category focusing on different fundamental and
transferrable skills:
Game Sense approach use games that integrate important
strategic structures. However, they are adapted to fit the needs
and ability of diverse students (Curry, 2011). Game sense is
therefore suitable for all ages with different skill levels. It
manipulates time, risk and space to encourage student’s
performance in games (NESA, 2018).

5. Why Game Sense?
 Studies have shown that game sense approach improves students
cognitive learning and creates a great learning experience for
students in schooling years (Brookes, n.d.).
• Creates a positive attitude towards sport
• Considers the developmental, emotional and
social needs of students
• Creates meaningful teacher-student
relationships
• A great tool in introducing fundamental
movement skills and invasion games
• Gives the students the opportunity to explore
game at their own pace
• Allows for critical thinking and involves
students on a deeper level
• Inclusive of all students
(Light, 2013)
Game Sense Pedagogy
 Provides an appropriate (physical) learning environment
 Uses questions to stimulate communication, interaction
and reflection
 Collaboration to evaluate solutions to problems
 Provide a supportive socio-moral environment
 Plans for inclusion
(Light, 2014)

6. Rationale
 As discussed previously, I believe that game sense is the best approach in student’s
Physical Education due to its several benefits. It contributes to the development of
children in so many areas of their wellbeing without inhibiting the learning of essential
sport-specific skills.
 The Game Sense approach also links well with the new NSW PDHPE syllabus. It
encourages students to develop skills that enable better health, such as problem-
solving, decision making, collaborating and cooperating (NESA, 2018). Through using
the game sense approach, students are engaging in cooperative games, which
involves them to use these critical skills. The syllabus is also inclusive of the learning
needs of all students (NESA, 2018). Game sense provides opportunities for success for
all ability levels through modified games. This allows students to be more involved and
hands on, rather than having to learn the skill separately.
 Moreover, the game sense approach is very student-centred as the needs and ability of
students are always a priority and also encourages students to develop their skills and
understanding.

7. Strengths of Game Sense as
a Teaching Approach
Links directly to the new NSW PDHPE syllabus content for stage 3, particularly under “Movement
Skill and Performance”.
Students develop competence in a range of modified games.
Games can be modified to involve all students regardless of their ability.
Develop fundamental movement skills, progressing to more games and sports specific-skills.
Develop communication, problem-solving, decision making, tactical, interacting, and movement
skills.
Less focus on competition and comparison which in turn, allows students to enjoy playing the
game genuinely
 Encourages a positive and inclusive environment
Encourages students to develop their skills and understanding while being actively involved in the
game.
Identifies the various tactical problems a game has and explore solutions to these problems by
making decisions and applying movements and skills without any dependence on the Teacher.
Most importantly, it makes PE FUN and ENJOYABLE for all students!

8. References
Brookes, L. (n.d.). How The Game Sense Approach in Physical Education Can Develop
Cognitive Thinking.
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/
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality
teaching in physical education. Asia-Pacific journal of health, sport and physical
education, 5(1), 67-81.
Light, R. (2013). Games sense for physical education and sport coaching. In Games sense:
Pedagogy for performance, participation and enjoyment (pp 37-47). London, UK:
Routledge
Light, R. (2014). Quality teaching beyond games through game sense pedagogy. University
of Sydney Papers in HMHCE–Special Game Sense Edition, 1-13.
NSW Education Standard Authority. (2018). The NSW Syllabus for the Australian Curriculum:
Personal Development, Health and Physical Education K-10. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning
areas/pdhpe/pdhpe-k-10-2018
Webb, P. I., Pearson, P. J., & Forrest, G. (2006). Teaching Games for Understanding (TGfU) in
primary and secondary physical education.