The Game Sense approach is a student-centered pedagogical model for teaching physical education through modified games. It allows students to actively participate in games to understand skills and strategies while developing an appreciation for the whole game. Key aspects include using small sided games, guided discovery learning, and modifying games for skill development. The approach emphasizes communication and creative problem-solving. It supports inclusion and helps students meet outcomes around participation, fundamental movement skills, cooperation, and applying skills in game situations based on the PDHPE K-6 syllabus and Australian Professional Standards for Teachers.

1. Game Sense

2.  The Game sense approach (GS) is a game centered on students learning
where students develop their own skills and understanding.
 Permitting students to be actively included in playing the game, allows students
to comprehend the purpose for specific set of skills and rules that are needed to
reach the goal of the game.
 The GS approach centers on the significance of skill development after
students have been subjected to the game.
 Consequently, the GS approach is a holistic approach to learning as students
learn to focus on the game throughout the whole lesson instead of just at the
end .

3. A GS pedagogical approach
consists of:
 Small sided and designer games
 Modification games to represent a “full rules” game
 Modification of games, play practices and designer games to emphasis specific tactical or motor skill
learning
 Guided discovery and inquiry learning focused through convergent and divergent questioning initiated
by the teacher.
 ‘Game first’ instead of ‘practice first’ lesson planning
 Invasion, striking/fielding, net/court and target game categories grouping games with similar principles
of play and tactical problems, allowing teaching for transmission of game concepts between games
within a game category or the sampling of games within the game categories.
(Den Duyn, 1997) (Light, 2013) (Pill, 2013)

4. Game Sense Approach
This approach is assisted through communication
amongst students as well as students and teacher, which
is in contrast to the monologue of instructional teaching
assigned to a common directive PE method (Pill, 2016)

5. Inclusion for All
 This approach to learning is a helpful teaching method that offers students
with a complete interpretation of PE. The Game Sense Approach permits
students to interact in modified games that let them to form game strategies to
help in their learning and development.
 It gives students numerous opportunities to develop skills to improve their
knowledge of the game. Modified games allow inclusion for all students from
all abilities; this includes modifying the rules as well.
 Being able to play a game before rules are introduced enhances students
thinking as students are thinking outside the box and becoming creative with
their equipment/space.

6. Strengths of the Game Sense
Approach, the K-6 PDHPE Syllabus
and the Australian Professional
Standards for Teachers.
Outcomes that students meet with the Game Sense Approach (PDHPE K-6 Syllabus, 2007)
 ALS1.6-Participates in physical activity, recognizing that it can be both enjoyable and important for their
health
 GSS1.8- performs fundamental movement skills with equipment in minor games.
 GSS2.8-Participates and uses equipment in a variety of games and modified sports.
 GSS3.8-Applies movement and skill in a game and sports that require communication, cooperation decision
making and observation of rules
Standards that students also meet through the Australian Professional Standards for Teachers (Priority Areas for
the Australian Professional Standards for Teachers, 2014)
 2.4.4- applied skills in using curriculum based assessment to identify starting points and reasonable
adjustments to enable students to meet syllabus outcomes
 2.4.5- demonstrates how to meet the specific learning needs of students through inclusive education
practices, including problem solving processes

7. References
 Australian Institute for Teaching and School Leadership (2014), Priority Areas
for the Australian Professional Standards for Teachers.
 Board of Studies, NSW (2007), Personal Development Health and Physical
Education K-6; Syllabus, Sydney, Australia.
 Den, Duyn, N. (1997), Game Sense Workbook, Canberra, Act; Australian Sports
Commission.
 Evans, J. (2013), Game Sense for Performance and 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 Reacreation.
 Pill, s. (2016), An Appreciative Inquiry Exploring Game Sense Teaching in
Physical Education, Sport, Education and Society.