The presentation outlines the Games Sence Approach model and its advatages as a teaching/learning method.

1. Why Use A ‘Game Sense Approach’
For Teaching Primary PE Classes ?

2. What Is The ‘Games Sense Approach’?
When teaching PDHPE teachers use a variety of approaches. One approach that
teachers are finding useful is the games sense approach. This approach is student
centered as it allows students to develop their own skills and understanding by being
actively involved in the game. Through the use of this approach students not only realize
the reasons or needs for the development of particular skills but also the rules which are
necessary to play the game successfully. As the game becomes the central focus of the
lesson rather than being played at the end of the lesson, skill development thus occurs
after students have been exposed to the game.
The Game Sense Approach Categorises Team Games Into Four Areas:
• Invasion Games Such As Basketball, Soccer And Hockey
• Striking & Fielding Games Such As Cricket, Baseball And Softball
• Target Games Such As Archery, Golf And Tenpin Bowling
• Court & Net Games Such As Tennis, Volleyball And Badminton

3. What Is The ‘Games Sense Approach’? Continued.
The Games Sense Approach Model
The model outlines that teaching should begin
with a game, which is later modified to represent
the advanced level and exaggerated to present
students with tactical problems. By changing the
rules of a game, teachers can amplify playing
conditions to ensure that every student must
address the question of “What must I do to
succeed in this situation?” Once students have
identified that accurate passing is necessary,
students are driven to ask: “How do I do it?” The
process continues with additional modifications
to the game so that new aspects of tactical
understanding can be explored.

4. Why Is The ‘Game Sense Approach’ An Appropriate
Teaching/Learning Method?
The Game Sense Approach is an appropriate teaching/learning
method as it focuses on the ‘questioning’ technique, the focus of
this approach is therefore on the student and problem solving. In
addition to being fun and enjoyable the inclusive nature of this
approach makes very effective use of active learning as the
students learn though playing games. The use of questioning is a
powerful method of encouraging players to analyse their actions,
and to think critically both individually, and as a team.

5. Advantages Of The “Games Sense Approach’
Students View This Approach As More Fun Exciting And Engaging
Promotion Of Skill Development Occurs Very Early On In The Game/Activities
Students Develop Deep Knowledge And Understanding Of The Game
Mass Participating Of Team Members In Each And Every Activity
Students View The Tasks Associated With The Sport/Game As Easier
Aids In The Development Of Critical Thinking And Problem Solving
Games Start At An Easy Level And Is Later Modified Into Harder Levels Thus Providing
Students With The Chase To Work At A Their Own Pace.

6. List Of Stage 2 Syllabus Content & Learning Outcomes Which Will Be Taught
Through The Use Of This Games Sense Approach
V5 -Willingly Participates In Regular Physical Activity:
• Enjoys Regular Participation In Worthwhile Physical Activity
• Recognizes The Challenging And Satisfying Nature Of Performance
• Appreciates The Need To Participate In Physical Activity With Safety
(These Outcomes Will Be Gradually Established As Students Regularly Participate In PE Classes And Activates).
DMS2.2 - Makes Decisions As An Individual And As A Group Member:
• Works Towards Developing Realistic Goals To Support Decisions Made
• Assists The Group To Achieve Consensus In Group Goal Setting
• Clarifies Reasons For Reaching A Particular Decision
(Students Will Develop These Decision Making Skills Through The ‘Questioning’ Technique Of The Games Sense Approach As The
Questions “What Must I Do To Succeed In This Situation?” And “How Do I Do it?”Will Develop Students Decision Making Skills).
MOS2.4 - Displays A Focus On Quality Of Movement In Applying Movement Skills To A Variety Of Familiar And New Situations:
• Throws Overarm Proficiently
• Kicks And Strikes Proficiently For Distance
• Performs Bunny Hops Over A Low Bench
(Students Will Deveelop These Skills Through The Four Game Categories As Each Game Category Will Focus On Particular Games
And Thus Will Aid The Development Of Specific Skills, For Example Soccer May Be Taught As Part Of The Invasion Games Category
AndWill Focus On Students Developments Of Skills Such As Kicking And Striking For Distance).

7. List Of Stage 2 Syllabus Content & Learning Outcomes Which Will Be Taught Through
The Use Of This Games Sense Approach Continued
PSS2.5 - Uses A Range Of Problem-Solving Strategies:
• Analyses Problem Situations
• Initiates Problem Solving On A group Or Individual Basis
• Identifies What Needs To Be Done To Achieve A Goal
(Students Will Develop These Problem Solving Skills Through The ‘Questioning’ Technique Of The Games Sense
Approach As Questions Such As “What Must I Do To Succeed In This Situation?” And “How Do I Do it?” Will Aid
In The Development Of Their Problem Solving Skills).
GSS2.8 - Participates And Uses Equipment In A Variety Of Games And Modified Sports:
• Practices And Refines Movement Skills In A Variety Of Games From A Range Of Cultures
• Demonstrates A Range Of Skills In Practices And Modified Games, E.g. Throwing And Catching In Moving And
Stationary Positions, Striking Or Dribbling With Hand, Foot, Sick or Bat
(Students Will Develop These Skills Through The Four Game Categories As Each Game Category Will Focus On
Particular Games And Thus Will Aid The Development Of Specific Skills. The Refining Of These Skills Will Occur
When Students Participate In Modified Games.)
GYS2.10 - Demonstrates Control In Performing Sequences Of Introductory Gymnastic Movements:
• Demonstrates Variations Of Force And Speed In Movement, E.g. Slow/Sustained Action, Fast/ Explosive Action
(These Skills Will Again Be Developed Through The Various Types Of Games That Will Be Taught).

8. References
Board Of Studies, New South Wales. ‘Personal Development Health And Physical Education K-6
Syllabus’, 2006. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-8c39-
e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES
Mitchell, S. Improving Invasion Game Performance. Adapted from Bunke & Thorpe, 1982:
Thorpe, Bunker & Almone, 1986. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
Webb, Paul I, Philip J Pearson, and Greg Forrest. 2006. 'Teaching Games For Understanding
(Tgfu) In Primary And Secondary Physical Education'. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1075&context=edupapers