Game Sense is an approach to physical education that engages students through modifying and inquiring about physical activities. It encourages discussion over emulating teachers and provides positive feedback to support self-efficacy. Teachers must deliver flexible games and activities suited to students' abilities. There are four key features of Game Sense: engaging development and practice of games, periodic student inquiry, opportunities for discussion, and instruction that includes all skill levels. Fundamental movement skills are developed through participating in games rather than direct instruction, as Game Sense aims to maintain engagement.

1. What is Game Sense?
The term Game Sense is an approach to delivering Physical Education which
engages students through modification and inquiry of the physical activity the
students are participating within.
Game Sense pedagogy is a constructivist approach to delivering physical
education as it encourages students to discuss what they have learned as
opposed to merely emulating teacher instruction (Reid & Harvey, 2014). Teachers
are encouraged to provide positive, strength-based feedback with students to
ensure that self-efficacy of student abilities remains high. Game Sense
methodology is additionally dependent on a teachers’ ability to deliver flexible
games and activities, which their students are capable of achieving (Pill, 2014).

2. What is Game Sense?
There are Four features that are necessary when delivering an activity within the Game
Sense Framework:
1. The Development and practice games or activities which maintain the interest of
students.
2. Student inquiry periodically throughout the game or activity.
3. The opportunity for discussion to take place to in order to stimulate students in
developing their tactical skills within the game or activity.
4. The ability for teachers to deliver fair instruction allowing students to feel included
within the activity regardless of skill level.
(Reid & Harvey, 2014; Light, 2013).

3. Fundamental Movement Skills and Game Sense
Pedagogy
The twelve Fundamental Movement Skills may be categorised as locomotor (run and jump),
non-locomotor (twist and balance), and manipulative skills (catch and kick). The ability to
successfully accomplish these movement categories is necessary to ensure students remain
physically active into adulthood (NSW DET, 2000).
These fundamental movement skills may be recognised within the four game categories which
are accepted within the Game Sense Methodology:
1. Invasion games – Basketball, Soccer.
2. Striking Games – Softball, Baseball.
3. Net and Court Games – Tennis, Volleyball.
4. Target Games – Archery, Bowling.
(Light, Curry & Mooney, 2014)

4. Fundamental Movement Skills and Game Sense
Pedagogy
Game Sense pedagogy contrasts with the notion that games must be learned through the the development of
fundamental movement skills (Light, Curry & Mooney, 2014). This a contrasting notion as relevance is
maintained within a Game Sense learning experience due to student engagement with the activity.
Consequently, student engagement informs participation within the activity, which subsequently develops the
fundamental movement skills which align to a certain game category.
Game Sense pedagogy, requires an understanding of what category the game or activity delivered correlates to
as the teacher may encourage student consideration of the common tactical solutions within each game (Pill,
2014). Probing student reflection of their individual methods within their respective participation allows
students to develop their own understanding without explicit instruction. (Light, Curry & Mooney, 2014)

5. Rationale
The Game Sense approach to delivering Physical Education instruction aligns to Values
and Attitude outcomes detailed in (DET) as the inclusive instruction ensures student
worth and and dignity is maintained (V1). As a consequence of the inclusive and strength-
based approach to this methodology, students are achieving a sense of belonging (V3),
increases their involvement within the game or activity (V5), whilst striving to achieve
their full potential (V6) (BOS NSW, 2007). The recognition of strength-based consideration
to student needs align with the Syllabus encouragement to the necessity of appreciating
the diversity of learners within a group of students (NESA, 2018).

6. Rationale
Understanding the theoretical considerations of Game Sense pedagogy in addition to participating within
games and activities aligned to such an approach has provided sufficient justification to it’s efficacy within
PE instruction. Activities which are developed to be engaging and provide the means for all students to
participate will increase the level of involvement of all students, thus ensuring Physical Education outcomes
may be achieved by all students within a class.
The constructivist approach of Game Sense pedagogy attempts to address the fundamental movement skills
students are encouraged to achieve. This transpires through conveying less direct instruction to individuals,
and encouraging self-inquiry of tactics and necessary movement skills students recognise as necessary to
achieve teacher determined desired outcomes. In order to deliver an activity with Game Sense
consideration effectively, it is necessary for the teacher to consider the abilities of the students, and remain
flexible to the required instruction.

7. References
BOS NSW. (2007). Personal Development, Health and Physical Education K-6. Syllabus. Retrieved from:
https://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID
Light, R. L. (2013). Game Sense: Pedagogy for Performance, Participation and Enjoyment. London: Routledge.
Reid, P., & Harvey, S. (2014). We're delivering Game Sense … aren't we? Sports Coaching Review, 3(1), 80-92.
Light, R. L., 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.
NESA. (2018). Personal Development, Health and Physical Education K–10 Syllabus. Retrieved from:
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-
pdf.pdf?MOD=AJPERES&CVID=
NSW DET. (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
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 1-19.