The Game Sense approach is a student-centered teaching method used in physical education to motivate students and develop athletic skills through modified games. It encourages tactical collaboration and decision making within a team environment. Games are initially played by their standard rules but are modified by changing equipment, player numbers, instructions, or general rules to create challenges for students. This approach reinforces communication, problem solving, movement skills, decision making, and game understanding while requiring minimal direction from teachers. Game Sense can help students achieve various physical education curriculum outcomes related to communication, decision making, movement quality, and participation in games and sports.

1. Miss J Saji
GAME SENSE

2. Game Sense? What is it?
▪ The Game Sense approach is a student-centred teaching
approach used in physical education and sport.
▪ It is used to motivate and challenge students in the
development of athletic/game skills.
▪ Game Sense also encourages tactical collaboration in a
team atmosphere.
(Light, Curry, & Mooney, 2014; Light & Harvey, 2017)

3. Game Sense: What does it look like?
Initially, games are played according to their original rules, equipment, etc.
As the games begin new rounds, modifications are made to the following to
create challenge:
 Equipment
 Number of players
 Game instructions
 General rules of the game
(Pill, 2016)

4. Game Sense: What does it look like?
• Commonly, several games occur simultaneously in a
circuit.
• Each game may be the same game, or different game
types.
• Students are given the chance to “coach” their group
members.
(Pill, 2016)

5. Why use the Game Sense Approach?
▪ Reinforces positive interaction with peers, thus forming friendships
▪ Strengthens communication skills
▪ Stimulates tactical thinking skills; problem solving
▪ Strengthens fundamental movement skills
▪ Allows students to make autonomous decisions; decision making
▪ Provides opportunities to improve upon game skills and understand games to a deeper extent
▪ Promotes inclusivity
▪ Enjoyable for students; motivates students to participate
▪ Very minimal teacher direction needed; mostly directed by students
(Australian Sports Commission, n.d.; NSW Department of Education and Training, 2000; Pill, 2016)

6. Why use the Game Sense Approach? (cntd)
The Game Sense approach can be linked to four different outcomes from
the PDHPE syllabus. The links below are according to Stage 2, class 3S:
• COS2.1 Uses a variety of ways to communicate with and within groups.
• DMS2.2 Makes decisions as an individual and as a group member.
• MOS2.4 Displays a focus on quality of movement in applying
movement skills to a variety of familiar and new situations.
• GSS2.8 Participates and uses equipment in a variety of games and
modified sports.
(NSW Education Standards Authority, n.d.)

7. References
Australian Sports Commission. (n.d.). Game sense approach. Retrieved from
https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-approach
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,
doi:10.1080/18377122.2014.868291
Light, R. L., & Harvey, S. (2017). Positive pedagogy for sport coaching. Sport, Education and Society, 22(2), 271-287,
doi:10.1080/13573322.2015.1015977
NSW Department of Education and Training. (2000). Get skilled: Get active: A k-6 resource to support the teaching
of fundamental movement skills. Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf
NSW Education Standards Authority (n.d.). Personal development, health and physical education K-6 syllabus.
Retrieved 20 May, 2018, from https://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-
471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and
Society, 21(2), 279-297, doi:10.1080/13573322.2014.912624