Game sense is an approach to modified sports that engages children in developing both skills and an understanding of game tactics. Students can enhance their experiences by building social awareness, technical understanding, cognitive development, and affective involvement in games. This motivates learning. Game sense contributes to a positive attitude towards various sports and strategies. It allows students to develop self-management, interpersonal, and movement skills from a young age. Students feel empowered and encouraged while participating. Overall, game sense advocates for a healthy lifestyle while involving various game tactics.

1. (Game sense approach, Australia, 2009)

2. Game sense is an approach to modified sport that: engages children in minor and modified
game strategies and concepts where there are opportunities to develop both skills and an
understanding of the tactics of the game. Students therefore, can enhance their experience
by ‘building upon social awareness, technical understanding, cognitive and affective
development of involvement in games, which motivate students to learn” (Georgakis et.al,
2015).
(Game sense – play with purpose, Australia, 2019)

3. While attending school from kindergarten through to grade 6 there are many aspects of change an
individual may encounter while playing various sports accessible to them. The 3 fundamental movement
skill of the initial stage, formative and mature stages contribute to a significant factor of an individuals fine
and motor skill development. The initial stage refers to the beginning process of recognising and
attempting a new skill. During this stage an individual may feel reluctant to try something new and
therefore; find it hard to transition in learning a new sport. The formative stage refers to the period
whereby, students have chosen to undertake the new sport and as a result have further developed the
skill being practiced. Third is the mature stage. This stage refers to the accomplishment of the desired skill
practiced and as a repercussion have mastered the skill practiced. (M. Gorzanelli,personal communication,
July 20, 2019).
(Type of fundamental movement skill, USA, 2018)

4. A Rationale:
Game sense contributes to a positive attitude towards playing various sports and adopting
different strategies. This is evidently portrayed throughout the interactivity of playing the
sports available. By taking part in a game sense approach from a younger age students
learn to develop self management, interpersonal and movement skills. Students feel a
sense of regained empowerment and encouragement while being involved in these
activities and are able to utilise in other contexts. Overall, PDHPE contributes to advocating
for a more healthy and safe lifestyle while being involved in the various tactics of the game.
(Game sense: Cricket,
Australia, 2019)

5. Game sense is fantastic approach to consider in the subject Personal Health and
Development. This is because it allows for change throughout a game being played. For
example, prior to taking part in the class game students and teachers are able to come to
a mutual agreement whereby, they can modify the game if necessary. By modifying the
game students are encouraged to become involved in the “game first rather than practice
first” (Pill, 2014). While students invest themselves in game sense they also learn to take
responsibility of their own learning as well as further develop the fundamental skills of the
initial, formative and mature stages. (M. Gorzanelli,personal communication, July 20,
2019).
(Game sense, 2014)

6. Game sense relates to the HPE syllabus of the stage 3 content strand ‘Movement Skill
and Performance’. Throughout the understanding and applying of this particular focus,
students learn to “select, manipulate and modify movement skills and concepts to
effectively create and perform movement sequences” (HPE syllabus Stage 3, pg. 68). By
enabling this approach, students of grade 5 can apply their own style of movement to
any sport being played. In students being able to manipulate the sport played this is
known as the term above ‘game sense’. As an outcome game sense relates to the HPE
syllabus for it provides students the opportunity to ‘develop movement skill and
enhance performance’. Overall, students become more confident and want to be more
engaged in physical activity.

7. Week 1 lecture notes
NSW Education Standards Authority. (n.d.). The NSW Syllabus for the Australian Curriculum: pdhpe-k-10-
syllabus. Retrieved from://syllabus.nesa.nsw.edu.au/pdhpe/Personal Development, Health and Physical
Education-k10/
Week 2 lecture notes
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 21 (2), 279-297. doi:10.1080/12573322.2014.912624
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in physical education: a case study of
game sense pedagogy. (pedagogy) (case study). The Physical Educator, 72 (1), 67. Retrieved from
https://west-sydney-primo.hosted.exlibrisgroup.com
Game sense approach, Australia [Image]. (2009, Sep 25). Retrieved from https://Sportaus.gov.au
Game sense – play with purpose, Australia, [Image]. (2019, Sep 25). Retrieved from
https://www.playerdevelopmentproject.com/game-sense-cricket/
Type of Fundamental movement skill, USA [Image]. (2018, Sep 26) Retrieved from https://www.intrainer-
buddy.com/about-us/
Sport Aus. (2009). Sporting Schools. Retrieved from https://sportingschools.gov.au
Game sense: Cricket – Player Development Project. Australia [Image]. (2019, August 25). Retrieved from