5R students are learning games using a Games Sense approach, which focuses on playing the full game rather than isolated skills. Games Sense modifies games to suit different skill levels and encourages thinking about strategy through open-ended questioning. Some examples of games taught using this approach are invasion games like soccer and netball, which help students develop tactical skills and decision-making through positive participation.

1. ★ What are 5R doing in PDHPE? ★

2. 5R students are learning a variety of games and skills using the Games
Sense approach.
What is Games Sense:
 Game Sense focuses on the games students play as a whole,
instead of breaking it up into specific required skills (Light, 2014). In
the Games Sense approach, games are modified to suit the
students’ needs, skills and experience through the learning
outcomes identified by the teacher (me!).
 Games Sense is not about telling students what they are doing
wrong, rather, it is about challenging the students to think about
what they are doing and why. This ultimately can help develop
better games players.

3. Before Games Sense:
 Traditional sport approaches require a level of skill competence
before playing the game, moving students to the ‘correct’
performance of a technique. This approach focuses on sports skills,
which can marginalise less skillful players and disempower students
(Light et al., 2014).
Why use Games Sense?:
 The Games Sense approach encourages students to develop their
skills in a realistic context. Games Sense focuses on what students
can do, is devoid of negative feedback, and encourages engagement
from all students across a variety of ages and ability levels (Pill,
2006).

4. How is Games Sense achieved?:
 Game Sense involves designing a game, or sequence of games, to
achieve particular outcomes. The nature of the game is taught, and
then skills are added progressively.
 Through physical activity, students engage in problem solving, and
are asked questions that stimulate thinking and reflection. Through
discussion and collaboration, the formation of ideas are tested and
evaluated (Light, 2012).
 This stimulates thinking and promotes a sense of inquiry that can
lead to the construction of new knowledge and understandings
(Light et al., 2014).

5. Example of Game Sense: Hula Hoot!

6. Hula Hoot - Game Sense approach:
The aim of this game is to invade the other teams area and be the first
side to knock over the 3 targets in the Hula hoops. Once the students have
a feeling for the game, modification are made, for example: The ‘offside
area’ around the hula hoops is introduced, making hitting the targets
harder. Limit can be introduced to the time a player can hold the ball for,
to speed up the game. Reducing the size of the targets eg. smaller
cones/markers, and reducing the size of ball, makes the targets harder to
hit. To ensure all team members are participating, rules can be modified
so that each team member must catch the ball before target can be
knocked off. This game ensures students abide to a set of rules, and use
tactics and strategies to effectively work as a team. Students must use
their listening skills to determine who is unmarked, calling to one another
for possession of the ball. Students are involved in moderate to vigorous
physical activity, using a ball and working on their passing skills, defensive
skills, as well as their target skills.

7. Questioning:
 Questioning is central to Games Sense as it is a student-centred
approach. Questioning is open and generic and allows for multiple
responses. Questioning enables students to reflect on their
participation, which stimulates thinking and engages the students
to challenge the way they are learning to play a specific game.
Through this guided discovery, students learn skills that develop
their tactical knowledge and can lead to the construction of new
knowledge and understanding (Light et al., 2014).
 Questioning for Hula Hoot! may involve: “How can you make it
more difficult for your opponent to score?” “Where can you
position yourself to be of benefit to the team?”, “What strategies
did you use to keep the ball away from your opponent?”.

8. What ‘Games’ are students learning in Games Sense?:
 Game Senses has four distinct game categories that share the same
tactical problems: Invasion Games, Striking Games, Net/Wall games
and Target Games. Variations of games such as soccer, netball,
tennis, rugby are played, which are modified and progressively
challenge students to develop an understanding of the strategies,
skills and rules required to succeed.
 Most importantly, Games Sense exposes students to a wide range
of games and sports through positive experience that helps learning
to flourish. Ultimately students are able to apply movement skills in
games and sports through observation of rules with clear decision-making
skills. Through discussion and collaboration, students are
motivated and eager to engage in fun PDPHPE lessons!

9. Strengths in Game Sense:
 The strength in using the Game Sense approach is that the game
itself becomes the central focus of the lesson, rather than just being
played at the end of a lesson. This engages all students, with a range
of abilities, to participate in all lessons. Most importantly, Games
Sense focuses on positive experiences in Physical Education that
helps learning to flourish.

10. References:
Board of Studies, NSW (2006) (2). Personal Development, Health and Physical
Education K-6 Syllabus, Sydney.
Light, R. (2013). Game Sense: Pedagogy for Performance, Participation and
Enjoyment. New York: Routledge
Light, R., Quay, J., Harvey, S., Mooney, A. (2014). Contemporary Developments
in Games Teaching. New York: Routledge
Pill, S. (2006). Teaching games for understanding. Sports Coach: An online
Magazine for coaches, 29(2), 1-4. Retrieved from
http://secure.ausport.gov.au/clearinghouse/Library/archive/digital_archive/a
sc_publications/sports_coach/sports_coach_volume_29/29213Pill.pdf