The game sense approach places learning in the context of modified games through a student-centered, inquiry-based method. It aims to develop skills within authentic game participation rather than separate technical drills. This embodies physical, intellectual, and social learning through questioning and balanced learning and participation. The approach motivates students and cultivates critical thinking as it is inclusive and encourages cooperation over competition. Fundamental movement skills are still taught within this framework to ensure lifelong activity involvement. Teachers act as facilitators who design meaningful learning opportunities through modified games that engage students and foster collaboration.

2. GAME SENSE APPROACH FOR TEACHING
A game sense teaching approach places learning within the context of modified games,
through a student centered, inquiry based approach.
The aim of game sense teaching as a pedagogical practice is to embody that learning
takes places within the authentic context of participation in games, and skill
development occurs at the same time as understanding of the game rather than
teaching technical skills separate to whole game understanding.
Game sense education integrates, physical , intellectual and social learning. Through
questioning, and a balance of learning and doing.
This approach is inclusive of all students regardless of ability, and reduces the
opportunity for individuals to dominate, as it encourages cooperation, collaborative
generation of ideas and knowledge, and is open to varying ideas and solutions from
students.
Students feel motivated to experimentally participate and develop understanding,
confidence, skill development and valuable critical thinking skills such as problem
solving and tactical decision making.

3. LEARNING FUNDAMENTAL MOVEMENT SKILLS
THROUGH GAME SENSE EDUCATION
Learning fundamental movement skills is an important part of the Primary PDHPE Syllabus, which
usually takes place in early stage 1 and stage one but during stage 2, and while game sense
education focuses on understanding through active participation, the learning and practicing of
fundamental movement skills derives from this, as explicit teaching examples begin to occur
through the “whole game learning approach”.
Teaching fundamental movement skills is an important step towards ensuring a lifelong involvement
in physical activity. Children should be provided with appropriate activities and equipment, visual
demonstrations, instruction and feedback, variety, encouragement and a safe and positive
environment.
These skills can be revisited throughout the primary PE experience and will make integrating physical
activity into students lives much easier.
The skills include; the static balance ,the sprint run , the vertical jump , the catch, the hop, the side
gallop, the skip, the overarm throw, the leap, the kick, the two-hand strike and the dodge.
These skills enable students to participate in a wide range of physical activity.
Teaching fundamental movement skills should involve; providing basic background of what the skill
is, breaking down the specific components of the skills, and providing some suggested activities
that you would use the skill for.

4. MORE ABOUT GAME SENSE
The game sense approach is based on questioning; particularly in regards to task objectives, but also
involves modification; of the rules, timing, equipment, playing area, scoring, or to differentiate
for students learning needs.
It also involves all students practically participating and learning at the same time rather than
waiting a turn to perform a skill once and rotate.
When students are ready for the skill in the context of the game, technical instruction is given, but
always at the perfomance level of the students. During a game, players will be continuously,
reading; the situation to make appropriate decisions, responding to the situations, react with
skillful movement execution and recover from the execution to prepare for the next movement.
Students participating in lessons following a game sense approach have valuable opportunities for
development of social skills, interaction, teamwork and harmony, while developing better play.

5. GAME SENSE AND THE TEACHER
The teacher :
Is the facilitator of learning wqho provides opportunity,
Provides consistent positive feedback
Designs the environment for learning
Encourages students
Values collective student/teacher knowledge
Values creativity, cooperation and collaboration
Emphasises active engagement in learning group and individual problem solving
Changes interpersonal relationships
Encourages students to be more equitable relations and interaction

6. WAYS TEACHERS INTEGRATE THE GAME SENSE
APPROACH:
The most affective way of integrating the game sense approach involves a
progressive sequence of modified small sided games to provide opportunities
for learning and discovery with a low skill demand.
Game sense teaching strategies should:
- Include all players
- Encourage more skilled players to think tactically- how can they use their
team mates
- Design games to prevent skilled players dominating
- Encourage students to give suggestions and modifications
- Be a balance of doing and talking
- Maintain pace throughout the lesson to keep students interested and
engaged

7. A RATIONALE FOR THIS APPROACH:
Game sense education promotes positive practical learning, while encouraging
social interaction.
As a teacher, using this approach is both beneficial and meaningful as it is
inclusive, and encourages collaboration between classmates.
Using practical pedagogies allows students to learn experientially, through their
mistakes and engage in reflection which results in deeper understanding and
growth in skills and confidence.
Inquiry learning creates students who are engaged and understand the purpose
of the activites they are undertaking, Students motivation grows and may
even foster the desire to continue the physical activity outside school hours.
Being the facilitator allows the teacher to be aware and directing, but gives the
students the freedom to creatively learn and cooperate together.
It promotes the practice of fundamental skills in context, therefore adhering to
appropriate amounts of physical activity.
You can see the motivation in the students as they gradually develop skills.

8. REFERENCES
Knijnik, J., & Curry, C. (2014). "I know PE is important but I don't feel confident teaching it": Australian
primary pre-service teachers' feelings and thoughts about teaching physical education. International
Journal of Sport Studies, 4(3), 289-296.
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.
NSW Department of Education and Training. (2000). Get skilled: Get active: A K-6 resource to support the
teaching of fundamental movement skills. Ryde, Australia: Author.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching movement and
tactical skills (pp. 7-12). Hindmarsh, Australia: ACHPER.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education
and Society, 21(2), 279-297.