Game sense is an approach to teaching games that focuses on student-centered, inquiry-based learning. It modifies traditional games by changing or eliminating rules to create new, authentic learning experiences. This keeps all students actively engaged by solving problems within the modified games. Using game sense helps students develop skills and understanding of concepts from the K-6 Personal Development, Health and Physical Education syllabus through motivation and cognitive learning. Some benefits seen are greater achievement and positive attributes like motivation.

1. Game Sense and
TGfu (Teaching games for understanding)

2. What is Game sense?
Game sense is defined as apart of TGfu, which expands to teaching games
for understanding. Game sense allows students to be the main focus and is
student based. The pedagogy of game sense includes inquiry based learning,
which motivates students in authentic learning and actively engaged in
making meaning through this approach (Russell-Bowie, 2015, p.8). The main
reason why 1B use game sense is so that all students are involved. It is also
important for students to create meaning to what they are doing (Silverman,
2011, p.29). This means that while doing a game sense activity allows the
students to use problem solving throughout the whole activity. This will help
break down the activity so that the children will understand the purpose and
meaning to what they are participating in (the next slide will show an example
of problem solving in game sense). The purpose of game sense is to change
and eliminate rules from previous games such as ball games, bulrush, soccer
and volleyball and making a new and fun game. Game sense aim as stated
in Week 2 lecture explains that it brings greater levels of motivation and
encouragement and is inclusive as no matter the ability or knowledge the
students has, the game will be modified to suit the needs and wants of the
students.

3. Example of Game sense using problem solving

4. The benefits of using game sense in our classroom
A study done by Pill (2016) states that
through research it has shown that students
were achieving greater will using game
sense. He explains that students were
contributing positive attributes of motivation
and learning throughout PDHPE with using
game sense (pp.292-293).

5. Fundamental movements skills is one key element that1B
have been focusing on. These movements skills include,
skipping, hopping, galloping, over hand throw, rolling and
kicking. We first learn these skills so we can build our
understanding. Examples of game sense activities that 1B
have modified and played is games such as tunnel ball. We
have modified this game into two separate game sense
activities. Example one: students use there tunnels that they
have made and created using cardboard, then they will place
a bottle at the end on the tunnel. The aim of this game is to roll
the tennis ball through the tunnel and hit the bottle at the end.
Once the student has rolled, they must then skip to collect
their ball.Throughout this game we stop and reflect and
discuss problems and issues and how we can fix them and
change it.

6. Rational for teaching PDHPE and its
strengths of game sense

7. The rationale of game sense is to let students be apart of their learning, by creating meaning
and other factors such as problem solving. Game sense is important in teaching as it brings
something different to what students already know, this makes it interesting. It is important as
the game can be changed in creating something new for all students. Teaching game sense at
first can be heard as students can get confused, as they mix it up with the original origin of the
game. They can also be confused as it is there first time learning and playing that activity. This
is where inquiry based learning comes it to allow students to ask, discuss and reflect to what
they can change to create a better game. Therefore, even though it can first be a struggle,
when students understand game sense it creates benefits from them including motivation and
cognitive learning (Pill, 2016, p292).
The strengths of teaching game sense to my students is so that they can developed
knowledge, skills and understanding from the key learning aspects of the K-6 Personal
Development, Health and Physical Education (PDHPE) syllabus. Please read the foundation
statements on page 14 for stage 1.
Link:http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
The purpose of using game sense is to allow students to achieve the outcomes and indicators
of the PDHPE syllabus to ensure that they understand that level of stage 1. Game sense
contributes into moving stage 1 outcomes and indicators, as well as problem solving outcomes
and indicators. By using game sense activities it encourages students to be involved in their
learning.

8. As stated throughout these
slides have been the
importance of skills and
problem solving, by teaching
game sense the students will
achieve the Stage 1
outcomes of skills. By
teaching and using game
sense activities and
connecting it will teaching
games with understanding,
the students will be able to
achieve these outcomes
(Board of Studies, 2007).

9. Reference List:
Board of Studies, NSW. (2007). Personal development, health and
physical education K-6: Syllabus. Sydney, Australia: Author.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching
in physical education. Sport, Education and Society, 21(2),
279-297.
Russell-Bowie, D. (2015). MMADD about the arts: An introduction to
primary arts education (4th ed.). Frenchs Forest, Australia:
Pearson Australia.
Silverman, S. (2011). Teaching for Student Learning in Physical
Education. Journal Of Physical Education, Recreation &
Dance, 82(6), 29-34.