This document provides an introduction to Game Sense, which is a student-centered approach to teaching physical education through modified games and activities. It emphasizes developing students' skills, tactics, and understanding of games through reflection and discussion rather than direct instruction. The document outlines that Game Sense aligns with the NSW Quality Teaching Framework by promoting high intellectual quality and a supportive learning environment. It also supports the development of fundamental movement skills and integrates well with the NSW PDHPE curriculum by addressing skill domains like self-management and interpersonal skills through game play.

1. AN
INTRODUCTION
TO GAME SENSE

2. WHAT IS GAME SENSE?
o A pedagogical approach to teaching, underpinned by the principles of Teaching
Games for Understanding (TGfU).
o A student-centred, inquiry-based teaching style that develops students’ skills and
understanding by actively being involved in games.
o Involves modified games or game-like activities for learning tactics, skills and
strategies, rather than learning through rote performance of individual technical
skills.
o Rather than direct teacher instruction, it involves class discussion and
questioning, allowing students to critically reflect on the game in order to identify
the most effective tactics, strategies and movements.
o Integrates the development of Fundamental Movement Skills (FMS) within
authentic learning contexts, where students can construct meaning and relevance
as they make their own connections.
(Curry & Light, 2007; Light, 2013)
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3. WHAT IS GAME SENSE?
o Provides a model for developing quality teaching and pedagogy according to the
NSW Quality Teaching Framework (NSW QTF). That which:
1. Is fundamentally based on promoting high levels of intellectual quality
2. Is soundly based on promoting a quality learning environment
3. Develops and makes explicit to students the significance of their work
o Key features of a Game Sense approach:
• Providing an appropriate (physical) learning environment
• Using questions to stimulate dialogue, interaction & reflection
• Collaboration to formulate, test & evaluate solutions to problems
• Providing a supportive socio-moral environment
(Curry & Light, 2007; Light, 2014; Light, Curry & Mooney, 2014)
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4. WHY A GAME SENSE
APPROACH?
o It is a more enjoyable approach for both students and teachers, where skills are
taught in context, and there is less pressure on perfecting these skills
immediately.
o It simultaneously promotes widely applicable skill development, decision making,
reflection, and overall understanding in a fun and engaging game context.
o Physical participation is maximised  students are all involved in game play,
rather than having a few participating while others stand and observe.
o A holistic approach – students are engaged physically, mentally and socially.
o Allows for modification to accommodate and challenge a class group of all ability
levels, maximising student engagement and inclusion.
o It provides opportunities for high quality teaching and learning experiences.
(Curry, 2012; Light, Curry & Mooney, 2014; NESA, 2018)
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5. FUNDAMENTAL
MOVEMENT SKILLS
Defined as the building blocks for all movement, and ensuring lifelong involvement in
physical activity, there are 12 Fundamental Movement Skills (FMS) developed in NSW
schools:
o Research shows that students who have achieved proficiency in in FMS have better self-
esteem, socialisation skills, and a more positive attitude towards lifelong physical activity.
o Research also indicates that the improvement in self-esteem and confidence in
performing FMS has a flow-on effect to other areas of a child’s education – it has been
found to help develop proficiency in reading and writing.
o These skills are introduced in Kindergarten – Year 3, and developed sequentially
throughout the primary school years, forming the basis for the development of more
advanced skills.
(NSW DET, 2016)
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Static Balance Catch Skip Kick
Sprint Run Hop Overarm Throw Two-Hand Strike
Vertical Jump Side Gallop Leap Dodge

6. GAME SENSE & THE
PDHPE SYLLABUS
o Bunker and Thorpe’s proposition of teaching games by teaching in and through games is
reflected in the NSW PDHPE syllabus: “Students learn in movement, about movement and
through movement and are given opportunities to apply and adapt their skills across multiple
contexts” (p. 10).
o The syllabus is inclusive of the learning needs of all students, and accommodate teaching
approaches that support student diversity. This is consistent with the Game Sense
framework, in that it is highly adaptable for students of all abilities.
o The Game Sense approach encompasses the NSW K-10 PDHPE syllabus skill domains:
• Self-management (decision-making & problem-solving skills)
• Interpersonal (communication, collaboration, inclusion & relationship building)
• Movement (fundamental, tactical & creative movement skills)
o The PDHPE syllabus emphasises the importance of “the acquisition of movement skills and
concepts to enable students to participate in a range of physical activities – confidently,
competently and creatively” (p. 10). This concept is also encompassed within the Game
Sense approach, where students are constantly engaging, collaborating and reflecting on
their skills and understanding, in a range of different activities, and are able to develop these
at a pace suitable to them.
(NESA, 2018; Light, 2013)
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7. APPLICATION OF GAME
SENSE IN PDHPE
o There are 4 main categories of games that involve different FMS: Target, Invasion,
Net Wall and Striking/Fielding.
o Lessons involve multiple breaks for questioning and reflecting how students are
participating in a certain activity, before having the opportunity to make
suggestions, and put them into play in a modified version of the initial activity.
o Lessons are teacher-facilitated, but student-led.
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o Students are challenged and given the
opportunity to collaborate, adapt, reflect and
refine their skills, techniques, and tactics.
o They develop their higher order
thinking skills – problem-solving and
decision-making – through enquiry and
discovery when engaged in game play.
(Light, Curry & Mooney, 2014)
Game
Categories
Invasion
(Soccer,
Netball,
Basketball)
Net Wall
(Tennis,
Volleyball)
Striking/
Fielding
(Cricket,
Softball)
Target
(Golf,
Archery)

8. REFERENCES
Curry, C. (2012). Why public primary schools need specialist PE teachers. Active & Healthy
Magazine, 19(2), 17-19.
Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical education: Is
game sense the answer. In Proceedings of the Asia Pacific Conference on Teaching Sport and
Physical Education for Understanding.
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. London & New
York: Routledge.
Light, R. (2014). Quality teaching beyond games through game sense pedagogy. University of Sydney
Papers in HMHCE–Special Game Sense Edition, 1-13.
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in
physical education. Asia-Pacific journal of health, sport and physical education, 5(1), 67-81.
NSW Department of Education and Training [NSW DET]. (2016). GET SKILLED GET ACTIVE: A K-6
resource to support the teaching of fundamental movement skills. (Rev. ed). Retrieved from
https://schoolsequella.det.nsw.edu.au/file/3847e308-dbe1-4ece-b751-
d042287293e6/1/Get%20Skilled%20Get%20Active%20accessible%202016.pdf
NSW Education Standards Authority [NESA]. (2018). NSW Syllabus for the Australian Curriculum:
PDHPE K-10. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/pdhpe/pdhpe-k-10-2018
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