This presentation was designed with parents and students in mind to provide information about Game Sense and why it is beneficial in the teaching of primary PDHPE.

2. WHAT IS GAME SENSE?
Game Sense, otherwise known as Teaching Games for Understanding
(TGfU), is the use of fun activities and games during PDHPE lessons.
These activities engage the students while still focusing on meeting
Fundamental Movement Skill goals.
When it was first introduced into schools in 1969, it was used as a measure
of performance competency. Nowadays it is an important part of
teaching and learning in PDHPE.
Game Sense Cards were developed in 1999 by the Australian Sports
Commission, in an attempt to increase the understanding of the
teachers, meaning a greater educational outcome for the students (ASC,
1999).

3. WHAT IS GAME SENSE?
Den Dyun (1997), Light (2013) and Pill (2013) each came up with their own
ideas of what Game Sense comprised of, and here are some of the
elements:
• Small sided and ‘designer games’ (eg. Non formal games)
• Modified games to focus on Fundamental Movement Skills
• Enquiry based learning focusing on questions initiated by the teacher
• Guided discovery based on questions posed by the teacher
• Invasion, striking/fielding, net/court, and target games which can be
interrelated
• Learning from the game rather than practicing beforehand

4. WHAT ARE THE BENEFITS OF GAME SENSE?
• Game Sense allows students to practice and master skills in a realistic
game context, using sport specific rules and strategies.
• It increases appreciation, motivation and participation in activities.
• It creates a student-centered learning approach, which means that
students guide their own learning by performing the skills and self-
correcting any mistakes.
• It provides authentic skill development, because the students are
enjoying and engaging in the activities.
• It enhances decision making skills and develops tactical and spatial
awareness as well as skill application.

5. MORE REASONS TO USE GAME SENSE!
• Students are provided with instant feedback, based on the success of
the game.
• Game Sense provides opportunities to develop interpersonal
relationships, as students are working in a team during these games.
• It helps students to further develop and master their Fundamental
Movement Skills.
• It is directly linked to the Games and Sports strand of the NSW PDHPE
Syllabus (Board of Studies, 2007).
Most importantly, it creates a fun and supportive environment where
students can enjoy themselves while still learning about their bodies.

6. LINKS TO THE NSW SYLLABUS (BOARD OF STUDIES,
2007)
Links to
NSW
Syllabus
Moving: Students develop
and master their
Fundamental Movement
Skills through movement
during games
Problem Solving: Students
observe problems during game
play and come up with
strategies to find a solution.
Communicating: Students are
able to express their needs,
opinions and ideas through
discussion and team work, as
well as learning to listen to
game rules.
Decision Making: Students build on
their tactical skills and spatial
awareness to make decisions on
the best action to take during a
game.
Interaction: Participating in
team situations and working
cooperatively in a team
creates an environment in
which students can interact
and develop interpersonal
skills.

7. REFERENCES
Australian Sports Commission. (1999). Game Sense Cards. Australia.
Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Author
Den Dyun, N. (2013). Game Sense Workbook. Canberra, ACT: Australian Sports Commission.
Light, R. (2006). Game Sense: Innovation or just good coaching? Journal of Physical Education New Zealand, 39(1).
Light, R. (2013). Game sense for performance, participation and enjoyment. New York, NY: Routledge.
Pill, S. (2013). Play with purpose: Game sense to sport literacy. Hindmarsh, SA: Australian Council for Health,
Physical Education
and Recreation.