2M uses the Game Sense approach to teaching physical education. Game Sense focuses on using modified games as the center of lessons to encourage strategic decision making and development of fundamental movement skills in an enjoyable way. It helps students understand game procedures and tactics through questioning and reflection during play. Some benefits of this approach include developing students' understanding of physical activity, life skills like problem solving, and a sense of teamwork and inclusion for all students. The Game Sense approach aligns with the NSW PDHPE syllabus in teaching skills like catching, throwing, and cooperation.

1. WHY DOES 2M USE THE GAME
SENSE APPROACH?
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2. WHAT IS GAME SENSE?
• Game sense is an engaging approach to teaching and coaching that
uses moderated games as the centre of the lesson (Towns, 2002).
• Teachers direct the focus on the moderated game rather than specific
techniques and this encourages players to become strategically aware of
their decision making throughout the game, as well as thinking vigilantly
about concepts that are fundamentally important (Towns, 2002).
• In addition to this, skills are being developed within an enjoyable
content rather than practicing skills in isolation.
• Sessions are well constructed and players have a chance to get involved
in the game related activities early and often.
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3. HOW IS GAME SENSE
TAUGHT?
1. Students understand the procedure of the game.
2. Students recognise any problems to be solved within that
particular game.
3. Students also develop an understanding of the main tactics
that shape the game.
4. Students are stopped at regular intervals to reflect on their
learning through questioning to make appropriate
decisions.
5. Students incorporate advanced fundamental movement
skills specific to the game, to develop their tactics.
6. Technical instructions are then given which leads to the
performance level of the students.
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4. BENEFITS OF GAME SENSE
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5. GAME SENSE IN PDHPE?
What is TGfU?
• TGfU is an acronym for Teaching Games for Understanding and refers
to a learner centered approach to teaching that highlights the learners’
needs and understandings of the games (Truong, 2014).
The 4 game categories:
• Net/Wall Games e.g. volleyball and badminton
• Target Games e.g. golf and darts.
• Striking/Fielding Games e.g. cricket and softball
• Invasion Games e.g. basketball and rugby
• Students gain skills and knowledge through different sports by playing
a variety of games associated with these categories.
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6. By using the Game Sense Approach 2M is learning the following fundamental movement
skills:
• Leap
• One-hand catch
• Strike
• Kick
• Dodge
2M is also developing their already practiced skills such as:
• Catch
• Over-arm throw
• Run
• Jump
WHAT IS 2M LEARNING?
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7. RATIONALE
• After researching the benefits of the Game Sense approach being incorporated in
my classroom, it has become evident that it is an effective approach towards
teaching PDHPE for all students in 2M. The Game Sense approach assists the
development of students’ understanding of physical activity through teaching
fundamental movement skills and life skills such as decision making,
communication, problem solving and independence (Whitehead, 2001).
• It is important that the Game Sense approach is inclusive and keeps all students
active throughout PE lessons. This will encourage a sense of ‘team’ and sense of
worth within the classroom (Light, 2012). The activities implemented in 2M’s PE
lessons aim to build on the skills and tactical knowledge developed in previous PE
Game Sense activities. This will improve their skill execution and decision making.
• As a teacher, I believe that it is important to be constantly building my teaching
pedagogy to further students’ knowledge in all curriculum areas. Therefore, taking
up the Game Sense approach in my classroom is vital so that students get the
most out of the games and activities in PDHPE lessons.
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8. DIRECT LINKS TO THE
PDHPE K-6 SYLLABUS
INS1.3:
Develops
positive
relationships
with peers and
other people.
PSS1.5:
Draws on past
experiences to
solve familiar
problems.
GSS1.8:
Performs
fundamental
movement skills with
equipment in minor
games
MOS1.4:
Demonstrates
maturing performance
of basic movement
and compositional
skills in a variety of
predictable situations.
ALS1.6:
Participates in physical
activity, recognising
that it can both me
enjoyable and
important for health
Displays
cooperation
in group
activities e.g.
taking turns
When
appropriate,
identifies
problem
situations.
Suggests
solutions to
problems
through
tactical
movements.
Participates in a
range of minor
games and
practices that
assist skill
development.
Engages in a
range of planned
activities e.g
fundamental
movement skills,
favourite simple
games, movement
exploration.
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9. REFERENCES:
• Board of Studies (2007). Physical Development, Health and Physical Education k-6 Syllabus.
Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-
bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
• Light, R. (2012). Game sense : pedagogy for performance, participation and enjoyment.
Retrieved from https://ebookcentral.proquest.com
• Sporting Schools (n.d). Game Sense Approach. Retrieved from
https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-
resources/game-sense-approach
• Towns, J. (2002). About Game Sense. University of Wollongong. Retrieved from
https://vuws.edu.au/bbcwebday/pid-1198000-dt-content-rid-
13887365_1/courses/101576_2014_2h/Games%20Sense%20Supplemental%20Reading.pdf
• Truong, S. (2014). Primary PDHPE Lecture 2: Children’s Movement and FMS. Taken from
https://vuws.edu.au/bbcwebday/pid-1198000-dt-content-rid-
13866255_!/courses/101576_2014_2h/Lecture%202%20Slides.pdf
• Whitehead, M. (2001). The concept of physical literacy. European Journal of Physical Education,
6(1), 127-138.
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