Game sense is an approach to teaching physical education (PE) that focuses on playing the game rather than isolated skill drills. Research has shown that the game sense approach develops important skills like decision making, problem solving, teamwork and enjoyment of physical activity. It allows students to learn skills within the context of the game in a more engaging way. The game sense approach aligns with the goals of the NSW PDHPE K-6 syllabus of developing students' values, skills and engagement in PE. For these reasons, the author wants to use a game sense approach in their own PE teaching.

2. Why is game sense important when
teaching PE to students?
Students who learn while playing develop :
 Decision making skills, game gratitude, and
strategic alertness (Light, 2013; Reid, 2014).
 Teamwork, confidence, and respect for rules
(Townsend, 2007).
 Better thinking skills ( Light, 2006; Pill, 2011).
 Enjoyment of the played games (Light, 2013)
 Faster improvements (Light, 2006; Townsend,
2007).
 Intelligence and creativity with high performance
(Light, 2006).

3. Game sense Vs. directive teaching
Game Sense Directive teaching
1. Game first, emphasis on game
rather than gaining skills (Light,
2006; Pill, 2014) .
1. Emphasis on teaching the game
skills before play (Pill, 2014).
2. Students finish learning with wide
knowledge and experience (Hopper,
Butter & Storey, 2009; Pill, 2014)).
2. Players with little knowledge
about games (Hopper et al., 2009)
.
3. Wide cognitive abilities and better
skill development (Hopper et al.,
2009).
3. Players with inflexible strategies
and skills (Hopper et al., 2009).
4. Player-centered, and they become
the decision-makers and problem-
solvers (Light, 2006).
4. Excessive reliance on the teacher
because of poor decision making
skills (Hopper et al., 2009).
5. Enjoyment and high participation
(Light, 2013; Townsend, 2007).
5. Students are de-motivated
(Hopper et al, 2009).

4. How does the findings of research
studies about game sense relate to
PDHPE K-6 syllabus?
In addition to enhancing students’ knowledge, the PDHPE
syllabus aims to develop students’ values and skills in PE.
Those values and skills include: decision-making,
problem-solving, confidence, teamwork, acquiring skills
and many more (NSW BOSTES, 2007).
This was prominent in the results of many research
studies, which showed that game sense develop many
social and physical skills such as:
- Decision-making and problem-solving (Hopper et al.,
2009; Light, 2006; Reid, 2014).
- Teamwork and confidence (Townsend, 2007).
- Great knowledge of skills and tactics (Hopper et
al.,2009; Light, 2006; Light, 2013; Reid, 2014;
Townsend, 2007).

5. Why do I want to teach PE
using game sense approach?
 Game sense is an approach that focuses on
the game and its players rather than
gaining the skills, such as: teaching how to
skip or hop by playing Simon says game.
Players acquire the game skills while
playing, which makes it more fun and
engaging. In my class, I want my students
to be fully engaged and eager to
participate in all PE activities and games.
 Game sense develops students’ skills in a
simultaneous way without feeling that
those skills are compulsory in order to
participate, which demotivate players and
limits their participation.

6.  Game sense encourages teamwork, confidence, and
communication, which are related to PDHPE syllabus aim
and are very important for creating a positive
environment in any class.
 Game sense develops students’ cognitive abilities, such
as: decision-making and problem-solving, which are also
related to syllabus. What satisfies a teacher more than
having those characteristics in their students? Nothing!
 Game sense proved its efficiency in improving students’
knowledge and performance. I would like to see my
students performing well while enjoying themselves at
the same time.

7. References
 Board of Studies, NSW. (2007). Personal
development, health and physical education K-6:
Syllabus. Sydney, Australia: Author.
 Hopper, T., J. Butler, and B. Storey, eds. 2009. TGfU
– Simply Good Pedagogy: Understanding a Complex
Challenge. Ottawa, Ontario: PHE-Canada.
 Light, R. (2006). Game sense: Innovation or just good
coaching. Journal of physical education. 39(1), 8. New
Zealand: ProQuest Nursing and Allied Health Source.
 Light, R., Ebooks Corporation, & MyiLibrary. (2013).
Game sense pedagogy for performance, participation
and enjoyment (Routledge studies in physical
education and youth sport). Milton Park, Abingdon,
Oxon ; New York: Routledge.

8.  Pill, S. (2011). Teacher engagement with teaching games
for understanding - game sense in physical education.
Journal of Physical Education and Sport, 11(2), 115.
 Pill, S. (2014). An appreciative inquiry exploring game
sense teaching in physical education. Sport, Education
and Society, 1-19.
DOI:10.1080/13573322.2014.912624
 Reid, P., & Harvey, S. (2014). We're delivering Game
Sense … aren't we? Sports Coaching Review, 3(1), 80-
92.
DOI:10.1080/21640629.2014.967519
 Townsend, G. (2007). Game sense by Gary Townsend.
Rugby Football Union