A game sense approach to teaching physical education (PE) focuses on using modified games to help students develop fundamental movement skills through cooperative learning, decision making, and problem solving rather than explicit skill instruction. This approach aligns with constructivist learning theories. In PE lessons, small designer games are used to practice specific skills with tactical feedback, games are the main learning activity, and open-ended questions guide discovery learning. A game sense approach improves student engagement through participation in enjoyable modified games tailored to their needs and abilities. It also develops important life skills like decision making, problem solving, collaboration, and social skills that are transferred to other subjects. This student-centered approach aligns well with objectives in PE syllabi to promote physical activity,

1. Why use a
game sense
approach to
teaching PE?
Let me
explain why!

2. What is a game sense approach?
A game sense approach to teaching PE is very much
aligned with a constructivist approach to learning (Pill
2016). As O’Leary (2016) discusses, a game sense
approach sees the learner developing the fundamental
movement skills through engagement in modified
games. In doing this, the focus is shifted away from
technique and reproduction (Pill 2011), allowing for
students to develop the skills through engaging in
cooperative learning, decision making and problem
solving.

3. How is this translated into a
PE lesson?
In terms of teaching within the classroom, a game sense approach comprises
of:
o Small, ‘designer’ games, where modifications allow for the
development and practice of specific skills,
o Regular tactical feedback is given to the students to improve
performance,
o The game is used as the main source of learning, allowing for
contextual knowledge to be developed,
o Uses open ended questions to allow for guided discovery,
o And grouping games in terms of invasion, striking/field, net/court and
target, allowing for the concepts and skills to be easily transferred to
similar games.
(Chen and Light 2006, O’Leary 2016, Pill 2011 and Pill 2016)

4. Strengths as a teaching
approach
A game sense approach to teaching PE
allows for greater student engagement.
o As the focus is no longer on the teaching
of specific skills, students are able to
participate in the lesson without anxiety
or fear that they aren’t performing.
o The modification of games means that
the lesson can actually focus on the
specific needs or level of the students.
o The fact that games are used as the main
teaching method means that students
are learning different skills whilst also
having fun.

5. A game sense approach to teaching PE develops more then just sports
skills.
o Students develop decision making and problem solving skills.
o The game context of a game sense approach allows for students to be
involved in the thinking and decision making that is actually required
within the game environment, responding to other players,
determining tactics and selecting appropriate moves. These cannot be
taught without engaging in the game.
Students develop collaborative learning skills and social skills.
o Through a game sense approach students are learning how to work
with their peers, developing an understanding of positive
interdependence and individual accountability.
o These skills can be easily transferred into other learning areas and are
important throughout a child’s learning journey.
o This again encourages student involvement and engagement within
the PE lesson.
Strengths as a teaching approach

6. In terms of the syllabus
In terms of the PDHPE K-6 syllabus (BOSTES NSW
2007), a game sense approach to learning PE
covers many of the key learning areas within
PDHPE, including promoting physical activity, the
development of positive interpersonal
relationships, the development of fundamental
movement patterns and coordinated actions of the
body, and encourages an understanding and
valuing of self and others. Clearly a game sense
approach to teaching PE is an invaluable teaching
approach, with many benefits for the students,
whilst also conforming to the standards within the
PDHPE syllabus.

7. References
Board of Studies, NSW. (2007). Personal Development, Health and Physical Education
K‐6 Syllabus. Sydney: Board of Studies. Retrieved from http:/k6.boardofstudies.nsw.edu.au/
wps/portal/go/personal‐development‐health‐and‐physical‐ education‐pdhpe
Chen, S. and Light, R. (2006). ‘I thought I’d hate cricket but I love it!’. Change: Transformations in
Education, 9(1), pp.49-58.
O’Leary, N. (2016). Learning informally to use the ‘full version’ of teaching games for
understanding. European Physical Education Review, 22(1), pp.3-22.
Pill, S. (2011). Teacher engagement with teaching games for understanding – game sense in
physical education. Journal of Physical Education and Sport, 11(2), pp.115-123.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 21(2), pp.279-297.