Game Sense Approach

1. z
GAME SENSE
approach

2. z
What is the Game Sense Approach?
 Game sense is a researched based, student centered approach to teaching physical
education, developed by Bunker and Thorpe in 1982 (Webb, 2012)
 Unlike traditional approaches, it involves teaching fundamental movement skills
(FMS) in the context of competitive games instead of drills (Light, 2013)
 It has an emphasis on building decision-making, cooperation and problem solving
skills (Webb, 2012)
 Involves creating modified versions of games to promote safe but engaging
movement practice

3. zWhat are the Fundamental Movement Skills (FMS)?
 FMS are the basis of all physical activity (NESA, 2018)
 They allow students to participate confidently and competently in sports
 According to the NSW PDHPE syllabus, FMS include:
 Non locomotor: balancing and stretching
 Locomotor: dodging and skipping
 Object control: catching and kicking
 The game sense approach teaches these skills through modified games. For example,
Pig in the Middle, is a modified game that teaches throwing and catching

4. z The benefits
Game Sense
Approach
Increases participation
and engagement of
students (Light, 2013;
Webb, 2012)
Aligns with a constructivist
approach to learning (Light,
2013)
Every student is physically
active, maximizing PE
outcomes
Encourages
collaboration and
inclusion of all abilities
(SportAus, 2018)
Supports strength
based feedback
Challenges
assumptions of self-
ability (Webb, 2012)
Promotes the
importance of long
term health (SportAus,
2018)

5. z Annotated Game Sense Lesson
No students waiting to have
a turn. All students are
actively participating
Students practicing the FMS ‘s of throwing and catching
Collaborative discussions
around tactics and problem
solving
Game modification
being considered

6. z PDHPE Syllabus Rationale
 The NSW PDHPE Syllabus rationale aligns with the outcomes of using the game
sense approach in primary PDHPE
 For example, the rationale states “students learn in movement, about movement
and through movement and are given opportunities to apply and adapt their
skills” (NESA, 2018, p.10)
 In a game sense lesson, students are learning about a specific skill through
continuous execution and practice. These skills are transferable and can applied in
the context of a ‘real’ game.
 In order to maximise student learning, it is important for PDHPE teachers to
construct an effective pedagogical framework that supports these skills.

7. zMy PDHPE Teaching Philosophy
• My teaching philosophy has been directly informed by the benefits of a game
sense approach and the PDHPE syllabus. I endeavour to promote the long term
health benefits of living an active and healthy lifestyle, through modelling and
teaching (NESA, 2018).
• I will adopt the game sense approach within my teaching to improve student
engagement . According to Reynolds (2014), it is best practice to have
intrinsically engaged students. Not only does engagement control behaviour
management, but also improves skill development and retention (Webb, 2012).
• I aim to align all my teaching with Piaget’s constructivist view. This is by
facilitating student-centred learning investigations (Reynolds, 2014). By adopting
the game sense approach in PDHPE, I will provide students with the opportunity
to collaborate and investigate their own tactics to the game. I will facilitate by
asking strategic questions to stimulate ideas.

8. z References
Light, R. (2013). Game sense: pedagogy for performance, participation and enjoyment. Studies in
Physical Education and Youth Sport, 2(1), 48-75.
NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical
Education K-6 Syllabus.
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school. (3rd ed).
Melbourne, Australia: Oxford University Press
Sport Australia. (2018). Game sense approach. Retrieved May 2019, from Sporting Schools:
https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-
approach
Webb, P. (2012). Creative unit and lesson planning through a thematic/integrated approach to
Teaching Games for Understanding (TGfU). Journal of Physical Education New Zealand, 45(3), 17-
22.