Game sense is a student-centered approach to teaching sports that focuses on learning and discovery. It emphasizes modifying rules and equipment to cater to all ability levels. Games are used to develop skills in context rather than isolated practice. The key aspects of game sense implementation are an initial warm-up game, modifying the game to introduce a new skill, allowing play to resume and developing complexity, then concluding with student reflection. Game sense aligns with the physical education syllabus by developing problem-solving, decision-making, interaction, communication and movement skills through engaging game play.

1. GAME
SENSE
U S I N G G A M E S E N S E TO T E A C H F R O M A S T U D E N T C E N T E R E D A P P R O A C H
I N P D H P E
A M Y C O U LTO N 1 7 7 4 2 0 6 9

2. SO WHAT IS GAME
SENSE?
• Game sense is a student centered style of teaching a range of sports adapted
from the Teaching Games for Understanding Approach (Hopper, Butler &
Story, 2009. p.4)
• In Game Sense The teacher is positioned as a guide as opposed to a coach
ensuring learning is student centered.
• Games sense allows for the modification of rules, equipment and playing areas
to cater to the different abilities of different students (O’Leary, 2006). It draws
focus upon learning and discovery of all students as opposed to domination
by more competent students .
• Sport was traditionally taught asking ‘how’ students can reach skill proficiency,
whereas Game Sense prompts students to think ‘why’ the skill is required
creating context and purpose in learning new skills. (Thorpe & Bunker, 1982)
• Game Sense introduces a new skill through the implementation of a game to
develop that certain skill, as opposed to taking instructions and repetitively
practicing a technique (Phill, 2018)

3. GAMES FOR
SKILL
DEVELOPMENT
Invasion Games
• Hocky, Soccer, Football, Rugby
• Aim: To protect an area whilst invading an opponents area.
• FMS Skills: Catch, kick, run, gallop, overarm, underarm
Net/Court/
Wall Games
• Badminton, Volleyball, Squash, Tennis
• Aim: To get an object into the opponents area without them returning it.
• FMS Skills: Overarm, running, hopping, side gallop, catching
Strike-Field Games
• Basketball, Cricket, Softball
• Aim: Hit and object away from an area in order to run and score points
• FMS Skills: Run, two-handed, catching, overarm throw, striking
Target Games
• Golf, Curling, Archery, Ten Pin Bowling, Darts
• Aim: To make contact with a target using an object
• FMS Skills: Underarm throw
The chosen games are defined
by common characteristics,
primary rules, and the
developing of a specific skill
known as Fundamental
Movement Skills (FMS)
There are four key categories
in which these games fall
under. And are demonstrated
along with the aim of the
game and the FMS involved in
Table 1.1
Table 1.1

4. HOW IS GAME SENSE IMPLEMENTED?
An activity
initiated by the
teacher to
warm students
up.
Formative
assessment
takes place in
this stage
Students must
understand the
game they are
playing and the
desired skill
they are
learning
The game is
halted to draw
specific
attention to the
implementation
of this skill
allowing them
to reflect. The
game is then
modified to
increase
complexity
The game is
then played
again with the
addition of the
new
modifications
At the
conclusion of
the lesson
students are
offered the
chance to
reflect on the
games played
and skills
developed
through a Q&A
session
Initial
Game
Warm Up
Q&A
Modificatio
n
Game
Progressio
n
Question
and
Answer
Table 1.2

5. WHY GAME SENSE?
BENEFITS FOR TEACHERS &
STUDENTS
• Skills are highlighted through games which increase motivation and
participation
• Students are able to execute these skills in a realistic context
enabling higher decision making skills and skill appreciation as well
as tactical awareness
• Students enjoyment is at the forefront of the approach, allowing
them to experiment with execution and ultimately take charge of
their own learning
• It provides feedback on the execution of the skill in the game as
opposed to the pressure or formal assessment
• It fosters interpersonal relations through team participation
• It enables students to develop strong skills applicable to a a variety
of games with outcomes directly linked to the syllabus
• Research on Game Sense Approach suggests decision making and
skill performance in games are intimately interrelated and
developed simultaneously (Light, 2006). Therefor Game Sense
simultaneously builds locomotor, cognitive and social skills.
• During the implementation of games sense students are
encouraged to use trial and error and make mistakes in a trusting
environment which builds upon a students persistence and
resilience.
• Teaching Game Sense is a vital approach to teaching manipulative
skills, developmental skills, fundamental movement skills and the
significance of an active lifestyle through fun and engaging game
based learning.

6. HOW DOES IT
LINK TO THE
OVERALL
PDHPE
SYLLABUS?
( B O A R D O F S T U D I E S , 2 0 1 1 )
Syllabus
Problem Solving-
Students observe
problems in skill
acquisition and
question, alternate
techniques and
reflect on skills to
find a solution
Decision Making-
Students use
tactical skills and
spatial awareness
to inform decisions
on movements to
use in a game
Interacting- Students
interact by planning tactical
approaches and working
cooperatively as team
members
Communicating-
communicate to express
their needs, opinions and
ideas effectively
Moving-
Students respond to the
movement demands of
each game to master
their FMS Skills through
game participation
I choose to teach from a
Game Sense Approach
as it links directly to the
syllabus and ensures the
achievement of a
multitude of student
outcomes. Further, it
teaches vital skills
through fun, student
centered, engaging,
modifiable games

7. GAME SENSE AND HOW IT INFORMS BEST
PRACTICE
• Game Sense ensures best practice of teaching through its interrelation in the AITSL
Teacher Standards as:
– 1. Teachers know students and how they learn: The Game Sense Approach
requires teachers to know students and how they learn whilst offering
differentiation to teaching is implemented to meet the specific learning needs
of students across a full range of abilities
- 2. Teachers know the content and how to teach it: The content in the Game
Sense approach is easy to implement and organise into an effective learning
and teaching sequence
- 3. Plan for and Implement effective teaching and learning: There are challenging
learning goals demonstrated within the modification stage of the game that
incorporate effective teaching strategies, communication skills and resources
- 4. Create and Maintain supportive and Safe Learning Environments: Game Sense
allows for a fun and non-competitive environment in which students feel safe
and thrive
- 5. Assess and Provide Feedback on student learning:. Although Game Sense is a
fun student lead approach it provides for informal summative assessment
through the identification and enhancement of skills making them assessable
- 6. Engage in Professional Learning: Teachers can improve their practice by
engaging with their colleagues to improve practice and apply the Game Sense
approach to improve student learning
- 7. Engage Professionally with colleagues, parents/carers and the Community:
Game Sense allows us as teachers to engage you as parents and carers in your
WHAT CAN YOU
DO AS
PARENTS
AND CARERS?
As parents you can
emphasise the importance
of Game Sense to your
children by getting outside
and playing games with
them!
Once a skill is
accomplished- stop the
game and ask them how
they can make it a little
harder this time

8. REFERENCES
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for teachers.
Retrieved from http://www.aitsl.edu.au/australian-professionalstandards-for-teachers
Board of Studies. NSW. (2007). Personal Development, Health and Physical Education K-6: Syllabus. Retrieved From:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-6-syllabus
Bunker, D and Thorpe, R. (1982). A Model for the Teaching of games in secondary schools. Bullitin of Physical
Education, 18(1), 58.
Hopper, T., Butler, J., Storey, B. (Eds.). (2009). TGfU…simply good pedagogy: Understanding a complex challenge (pp. 1-
268). Ottawa, ONT. PHE-Canada
Light, R. (2013). Game Sense: for Physical education and Sport Coaching. In Game sense: Pedagogy for performance,
participation and enjoyment (p. 37-47) London UK: Routledge
O’leary, N. (2016). Learning Informally to use the ‘full version’ of teaching games for understanding. European Physical
Education Review, 22(2), p278-296
Pill, S. (2018). The Game Sense Approach: Developing Thinking Players. Runner, 49(1), 32.