Game Sense is a style of teaching physical education that focuses on enjoyment, participation, and developing skills through modified games. It uses a student-centered approach where children help create rules and structures for games. The difficulty of games progresses to continually develop skills. This contrasts with traditional methods that isolated skills, focused on technique, and emphasized competition. Game Sense aligns with the goals of the PDHPE syllabus by developing fundamental movement skills in a fun, inclusive way for all students.

2. WHAT IS GAME SENSE?
• Game Sense is a style of learning in physical education that promotes
the interest and fun that is present within physical activity.
• Playing games is the sole approach that appears to students and is a
method of delivering the education of skills suited better to a primary
school environment.
• This style is structured in a way that merges two different sport types
to make a game which progresses with difficulty as the lesson
progresses. The merging of the sports and increased difficulty is so
that the specific skill can develop and grow.
• Although Game Sense appears to be exclusively interested in the
‘game’ aspect, what is unseen is the development of skills.
• As this is a student-centered, inquiry-based approach it delivers a
positive environment in which students feel safe and welcome.
• This type of learning instills enjoyment as part of physical activity and
hopes to ensue a life-long commitment to sport and physical activity.

3. WHY THE SWITCH…
• The switch from traditional teaching methods was due to the
nature of previous physical education and its excessive focus
on technique and competitiveness.
• Traditional teaching methods would generally include focus of
technique and skill development.
• The mastery of technique, organized sports and competition are
more focused in traditional techniques which can be
disheartening.
• This often discouraged students’ as they were practiced in
isolation and compared to one another.
• Better skilled children were more focused upon rather than the
inclusion of all children.

4. THE DIFFERENCES…
T R A D I T I O N A L
T E A C H I N G M E T H O D S
Instructional
Focuses on skill
Focuses on technique
Specific learning style
Individual skill
development
Competition
G A M E S E N S E
Positive
Welcoming
Choice
Focuses on enjoyment
whilst learning
Student-centered
Student questioning
Contribution to the
game

5. GAME SENSE IN PRACTICE.
• Four key aspects of Game Sense
• Invasion games
• Target games
• Court and net games
• Striking and fielding games
• It follows a three-point model
1. Game form (Representation/exaggeration)
2. Tactical Awareness (What to do?)
3. Skill Execution (How to do it?)

6. LINKS TO THE SYLLABUS
• Game sense links to a majority of the syllabus
aspects
• This relates the the Rationale, Aims and objectives
stated throughout the PDHPE syllabus.
• The Fundamental movement skills developed
throughout the schooling relates closely with
game sense.
• The fundamental skills students develop are
developed through the use of game sense, it also
is used to practice these skills.

7. WHY DO WE USE IT?
Game Sense is an approach that appears most enjoyable to students' and
has the best outcomes for all.
• Students’ learn fundamental motor skills in an enjoyable manner.
• Teacher motivation is key to creating a scene in which students are at
the center of the process.
• This allows students to be involved in game creation, rules, structures
whilst also raising issues and questions.
• Initial experience within the game and immediate reflection on these
experiences is specific to the Game Sense teaching method and this
learning and discussions furthers the understanding and development
that is verbalized and expressed throughout lessons.
• Game Sense provides a high-quality learning experience to all students
and promotes and gives opportunity for all to involve themselves.

8. REFERENCES
Light, R. (2013). Game Sense: Pedagogy for Performance, Participation
and Enjoyment. New York: NY. Routledge.
Curry, C., & Knijnik, J. (2013). Physical education and the after-school
sports program in Australian schools: barriers and challenges for the 21st century. In J.
R. Chepyator-Thomson & Shan-Hui Hsu (Eds.). Global Perspectives on Physical
Education and After-School Sport Programs (pp227-241). Lanham, MD: University
Press of America 227-241
Board of Studies, NSW. (c2007). Personal Development, Health and
Physical Education K-6 Syllabus. Sydney: Board of Studies. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal- development-health-and-
physical-education-pdhpe