The document discusses the benefits of using a Game Sense approach in physical education classes. Game Sense focuses on developing students' fundamental movement skills and sport tactics through engaging game play, rather than isolating skills. Students learn by participating in modified games where they problem solve and make tactical decisions with teacher guidance. This allows students to understand how to play whole games, develop lifelong physical literacy, and have fun while learning.

1. The benefits of
GAME SENSE
in the classroom!

2. Students learn the skills and
movements of different sports and
activities whilst playing engaging games
that they actually enjoy (Light, 2013;
Miller, Christensen, Eather, Gray,
Sproule, Keay & Lubans, 2016).
‘Game Sense’, sometimes called
‘Teaching Games for
Understanding (TGfU), is a
contemporary approach to physical
education where learning occurs
within games.

3. Game Sense moves away from traditional sport classes where children wait in line to simply attempt a single skill.
Instead, students develop fundamental movement skills and sport tactics whilst participating in the game itself, as
they interact with the environment, equipment and students in a realistic and natural way (Miller et. al., 2016).
This means…
There is less of this…
And more of this!
Whilst students participate in
their game the teacher is free
to observe and assess, and
modify the next game
accordingly.
This means us students
are always getting an
engaging lesson that is
modified to our abilities
and allows everyone to
learn and have fun!
After developing their skills within the games, students can then transfer their new knowledge to other
games and sports, meaning they are continuously learning and understanding new forms of physical education.
(Light, 2013)

4. We use Game Sense to help students to become critical thinkers, and develop
the skills needed to question and improve their knowledge. During the explicitly
designed games, the teacher asks questions, prompting students to contemplate
how to move or ways to achieve a goal (Light, 2013).
Instead of students being given specific instructions, they are encouraged to
produce their ow tactics and solutions to the problems that arise
“If you want to dodge
the opponent, what do
you do with your feet?
Instead of saying:
“You need to run towards the
player with the ball, move
your dominant foot over the
ball and bring it towards
yourself…’
The teacher may ask:
- How will you
defend your ball?
- How will you
distract the other
player to get the
ball off them?
The teacher may ask questions such as:
PDHPE Syllabus Links
“Through PDHPE, students
develop self-management,
interpersonal and
movement skills to help
them become empowered,
self-confident and socially
responsible citizens”
(NSW BOS K-10 PDHPE
Syllabus, 2018, p. 10).
(Towns, 2002)

5. How does it cover them?
Strand 1: Game Sense encourages students to work in a game
environment, supporting teamwork and social skills.
Strand 2: Game Sense allows students to develop fundamental
movement skills and improve sport performance.
Strand 3: Game Sense promotes health and fitness as students
have fun in the games and develop a positive outlook on physical
education. (Miller et. al., 2016; Light, 2013).
We love Game Sense in
our classroom because
we are able to learn the
movements and skills
with all the elements of
the game present.
(Towns, 2002)
Therefore, we are
actually understanding
how to play the game as
a whole, not just how to
kick a ball (for
example).
The pressure of the
game and quick
decision making means
students are learning
by doing, not just
through teacher
instruction (Light,
2013; Towns, 2002).
One of the best features of Game
Sense is that students actually
learn how to play a game or sport,
as opposed to simply practicing
techniques in isolation (Light,
2013).
“Skill development is not
forgotten, but incorporated
into the game situation”
(Towns, 2002, p. 1).
(NSW BOS K-10 PDHPE Syllabus, 2018, p. 23).

6. (Light, 2013).
Promotes
maximum
participation
No pressure or
embarrassment
Encourages
life long
learning
Reinforces
the need for
rules
Caters for all
ability levels
Produces a
high level of
motivation
Children love
playing games
All students are given the
opportunity to participate,
regardless of fitness level,
additional needs or general
abilities (Light, 2013).
Students understand the reasoning
behind their movements and
actions in the game, and are more
likely to maintain that knowledge
(Stolz & Pill, 2014).

7. The student is at the centre of the learning process
Students are not
rigidly taught specific
skills. They select the
most appropriate
action or movement
for the scenario and
learn from there.
Students are given
ownership of their
learning. They have the
freedom to modify the
game as they participate
and create their own
rules.
Students learn with and
from each other. They
actively observe methods of
playing various games and
can critically produce their
own understanding.
Students develop decision-
making skills, teamwork, gross
motor skills, fundamental
movement skills, critical
thinking abilities and tactical
awareness independently, given
them self confidence and
autonomy
(Light, 2013; Towns, 2002;
Miller et. al., 2016)

8. References
Knijnik, J., Spaaij, R., & Jeanes, R. (2019). Reading and writing the game: Creative and dialogic pedagogies in sports
education. Thinking Skills and Creativity, 32, 42-50.
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. Retrieved from
https://ebookcentral.proquest.com
Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2016). Can physical education and physical activity
outcomes be developed simultaneously using a game-centered approach? European Physical Education Review, 22(1), 113-
133.
NSW Education Standards Authority. (2018). NSW Syllabus for the Australian Curriculum: Personal Development, Health and
Physical Education (PDHPE) K-10 Syllabus. Sydney, Australia: Author. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical
education. European Physical Education Review, 20(1), 36-71.
Towns, J. (2002). About game sense. University of Wollongong, 1-2.

9. Image References
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20403025
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sports-active-vector-15084854
Kids waiting [Image]. (n.d.). Retrieved from https://www.shutterstock.com/search/kid+waiting+school+bus?image_type=illustration
Kids with sport equipment [Image]. (n.d.). Retrieved from https://www.vectorstock.com/royalty-free-vector/of-kids-making-sport-
vector-19888060
Male PE teacher [Image]. (n.d.). Retrieved from https://www.shutterstock.com/image-vector/cartoon-character-sports-trainer-mascot-
gym-1141849652?src=V8HndR18GxwvF4KHFK12kA-1-1
Soccer game [Image]. (n.d.). Retrieved from https://stock.adobe.com/hk/images/illustration-of-boys-kicking-football-on-the-sports-
field/188164657
Various sport balls [Image]. (n.d.). Retrieved from https://www.123rf.com/photo_93600189_stock-vector-vector-cartoon-colorful-ball-
set-sport-balls-icons-isolated.html
Volleyball game [Image]. (n.d.). Retrieved from https://www.123rf.com/photo_83177770_stock-vector-vector-illustration-back-to-
sport-school-children-character-schoolgirl-schoolboy-pupil-classmates-te.html