PE teachers use a game sense approach to teaching as it is student-centered, focuses on developing skills through active participation in games, and challenges students' problem-solving and decision-making abilities. The approach modifies games and rules to focus on specific skills while keeping students engaged. It encourages students to think strategically about a game rather than just skills. Using this approach keeps students active while helping them understand a sport from the perspective of playing the full game.

1. Why do PE Teachers
use a game sense
approach when
teaching students?

2. Before we answer this question,
what actually is a game sense
approach?
 A Game Sense approach is a student centred, inquiry base
approach to teaching that gives students the opportunity to
improve fundamental skills, while still being actively
involved in the activity
 The approach focuses on the actual game, and less on the
skills that are needed for the activity
 This approach suggests that students learn these skills as
they actually play the game
 The game sense approach challenges students problem
solving and decision making skills
(Light, Curry, & Mooney, 2014).

3.  A game sense approach involves modified games and
rules, so that students are able to focus on individual
components of that game, eg. Making sure all
students touch the ball before a point can be scored.
 These modifications allow students to focus on a
particular skills, while still being active and engaged
 This approach encourages students to think for about
the particular game and less on the skills needed to
be successful.
 This approach allows student to get a ‘sense’ for the
game
(Mitchell, Oslin, & Griffin, 2013)

4. Why use a game sense approach?
 The game sense approach is a fun and inclusive
approach to teaching Physical Education.
Students are able to remain active, while
learning the necessary skills of each individual
activity. The inclusive nature of this approach
allows for students’ knowledge to grow, while
staying fit and active. This aligns with the NSW
Syllabus’ Rationale of promoting physical activity.
The five essential skills the NSW PDHPE Syllabus
promotes of moving, problem solving,
communicating, interacting and decision making
are all considered in this one teaching approach.

5.  Through my experience of being taught
through a game sense approach in my
Masters of Teaching, I believe I was able
to fully immerse myself in the five
essential skills mentioned in the Syllabus.
The approach also promoted a fun,
inclusive, safe and challenging learning
environment. I believe this approach
challenges students’ both physically and
mentally, thus providing an holistic
learning experience.

6.  Reference List
 Board of Studies, NSW. (c2007). 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‐physicaleducation‐pdhpe
 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.
 Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and
skills: A tactical games approach for ages 7 to 18. Human Kinetics.