This presentation provides an overview of the Game Sense approach to teaching physical education. Game Sense focuses on a learner-centered approach that enhances students' skills through game exploration and problem solving. It emphasizes tactical decision making over direct instruction by regularly stopping games for student reflection. Research has shown benefits include increased game literacy, skill development at individual paces, and more enjoyment. By addressing each child's skills, Game Sense allows all students to participate successfully in physical education.

1. Welcome Parents & Friends!
This presentation has been designed to give you a brief overview on the Game
Sense Approach to teaching which is the style of teaching I will be conducting
through the year in my Physical Education classes.
This overview includes some basic information about the Game Sense approach
and how it works and why it’s beneficial for teaching as well as how it links
with the Personal Development, Health & Physical Education NSW Syllabus.

2. Game Sense: What is it?
According to Mandingo, Butler and Hopper (2007) the Teaching
Games for Understanding (TGfU) or Game Sense approach to
teaching was introduced as an alternative mode for teachers to
teach games to their students.
The main reason why it was introduced is that it focuses around
the “learner centred approach” (p. 14) and is designed to enhance
the overall skills of children in a positive and motivating way.
Game Sense is important as it allows children to explore different
ways of playing games and uses games in a way that enables
students to try different things that allows them to enjoy their
overall Physical Education experiences.

3. Game Sense: Focus & Aim
The Game Sense approach is one method which develops the broader
meanings of sport and physical activity as it focuses on developing
thinking through problem solving skills whilst using physical activity.
The focus of the Game Sense approach is to place the student in
situations where decision making and problem solving are central to
successful performance. The central strategy for teaching using the
Game Sense approach is the use of questioning to stimulate thinking
about the game instead of using more direct teaching approaches.
Games are stopped at regular intervals and participants challenged to
reflect on their participation in order to mature the play.

4. Game Sense: Benefits
The main aim of the Game Sense approach is to ensure that the child
can develop the ability to be “game literate” (Mandingo, Butler &
Hopper, 2007, p.15) within all aspects of Physical Education. They can
achieve this through understanding different concepts and developing
a more tactical approach which is important for the children’s skills
overall.
Light (2006) highlights that the Game Sense approach encourages each
child to develop their own skills at their own pace and it allows the
child to become more “tactically aware” (p. 13) which will result in
the ability for them to make better decisions and in general to have
more fun.

5. With the Game Sense approach, different games are put into four
categories: Invasion, Striking, Net/Wall & Target Games. (Light,
2006; Mandingo, Butler & Hooper, 2006) The main reason behind the
different categories is that they each contain a similar structure
which enables the child to work on particular skills and use those
skills across a range of different games.
Overall, Game Sense is more beneficial for young children because it
gives them the ability to develop a range of different skills including
decision making, understanding and playing games. (Light, 2006)

6. WHY THE GAME SENSE APPROACH IS IMPORTANT
Children can often be seen to be their own barriers when it
comes to certain classes in the school environment, in
particular Physical Education (PE).
Some students thoroughly enjoy PE, while others feel they are
not that good at sport so would rather not participate at all. As
a teacher, it is vital that each child is treated as an individual
and that their own skills are recognised. I aim to teach my
students that PE is not just about being ‘good’ at sport or
knowing how to play certain games. It is about allowing them to
work at their own pace and encouraging them to develop their
individual skills.

7. WHY THE GAME SENSE APPROACH IS IMPORTANT
By introducing the Games Sense approach to teaching PE classes, it
allows those children who may not like PE to get involved and actually
enjoy themselves and have fun whilst learning some key concepts. The
strengths of this as a teaching method are that children come to
understand that there is no right or wrong way of doing something.
They will also be encouraged to understand that they will not always
win or lose but by getting involved they can have a lot of fun.
It is extremely important that children understand their value and self
worth so by ensuring that there is multiple options they can take and
they are encouraged to participate then they will be able to
understand and feel better about the idea of PE and feel more
inclined to participate.

8. The positive benefits of the Game Sense approach to teaching can be applied to
more than one section of the NSW PDHPE Syllabus, including:
ALS2.6 Active Lifestyle:
 Ways to be Active -
 Effects of Physical Activity
GSS2.8 Games and Sports:
 Playing the game
 Games
IRS2.11 Interpersonal Relationships:
 Communication
 Relationships
SLS2.13 Safe Living:
 School and Play Safety

9. References
Board of Studies, NSW. (2007). Personal development, health and physical education K-6:
Syllabus. Sydney, Australia: Author
Light, R. (2006). Game sense: Innovation or just good coaching? Journal of Physical
Education New Zealand, 39(1), 8-19,3.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A
Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.