PDHPE Game sense

1. Why are my
children playing
games?
Lets make sense… with game
sense!
In our class, we use the game sense approach;
this means we moved away from the traditional
teaching pedagogy of teaching the skills and
techniques before the game (Curry, 2011). The
focus was on the development of ‘fundamental
sport skills’ rather than understand how to
implement the appropriate skills in games
(Brooker, R., et al., 2000).
We integrate games while the students
understand, and are actively involved in their
learning. They intellectually and physically grow
by decision making, creating tactics, problem
solving (Webb, Pearson & Forrest, 2006) and
developing fundamental motor skills.

2. WHAT DO I MEAN BY GAMES?
Invasion
games:
Soccer
Basketball
Rugby
Oz tag
Net games:
Tennis
Volley ball
Target
games:
Golf
Bowling
Striking
games:
Cricket
Baseball
How should I move?
Should I stay or
should I go?
Where should I
throw the ball?
“Do I have enough
time?”
1-Perception
2-Decision
making
3-Action!!
Individual sports-
-Techniques
-Building up motor skills,
self esteem & self worth
-Teamwork skills
- Decision making
(cognitive process)

3. Fundamental movement skills
They include 3 categories:
Game sense develops several movement skills in each game:
• locomotor skills- jumping, hopping, leaping or dodging
• Non-locomotor skills- balance, bend, sway, twist & turn
• Manipulative skills- catching, throwing & kicking
A game sense approach ensures inclusion of every individual student rather than
focusing on scores, it focuses on PE at a holistic level. It is student centered as
students take control of their own learning. In order to succeed in a game students
simultaneously learn tactics, skills, decision making, problem solving and
movement skills through game sense.
High order thinking such as strategic thinking in games is developed through
game sense. It creates social interactions, achievement, self- direction, hence
increasing students desire to learn (Werner, Thorpe & Bunker, 1996, p.32).

4. As a PDHPE teacher, I deliver quality physical education teaching by
adopting the game sense approach as it integrates intellectual
dimensions of sport, games and other fundamental movements (Light,
2002).
Light (2002) states the value of game sense in working as
a tool for fighting lifestyle diseases such as obesity.
Therefore, it provides intellectual learning through
movement that is effective through proper teaching
strategies (Light & Fawns, 2003).
The PDHPE rationale (Board of Studies 2007, p. 8), states the importance of
facilitating teaching to encourage the growth of fundamental movement skills. The
K-6 syllabus highlights the importance of play for students to physically, mentally
and intellectually grow (p. 8).
Similarly, Samuelsson and Carlsson (2008) state the importance of play in
encouraging cognitive development. Also, Fromberg and Gullo (as cited in Fox,
2007) link play to enhancing creativity, imagination and thinking skills.

5. What does game sense help with in the PDHPE syllabus (Board of
studies, 2014)?
• Fundamental skill development (p. 7)
• Decision-making skills
• Physical, social, cognitive and emotional growth and development
patterns
• Develop spacial awareness – directions, pathways, boundaries etc..(p.
38)
Values and attitudes (p. 17)
V1: a sense of their own worth and dignity
V3: enjoys a sense of belonging
V4: increasingly accepts responsibility for personal and own health
V5: willingly participates in regular physical activity
V6: commits to realizing their full potential

6. REFERENCES:
 Board of Studies, NSW. (2007). Personal Development, Health and Physical
Education K-6 Syllabus. Sydney: Board of Studies
 Curry, C. (2011). Using the Game Sense approach to deliver Quality Teaching in
Physical Education. Retrieved September 10, 2012 from
http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-
deliver-quality-teaching-in-physical-education/
 Webb, P. I., Pearson, P. J., & Forrest, G. (2006). Teaching Games for
Understanding (TGfU) in primary and secondary physical education.
 Light, R. (2002). Engaging the body in learning: Promoting cognition in games
through TGfU ACHPER Healthy Lifestyle Journal, 49(269-87).
 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
 Light, R., & Fawns, R. (2003). Knowing the game: integrating speech and action
in games teaching through TGfU. Quest, 55, 161-177.