Game Sense is an approach to teaching physical education that modifies games to focus on core skills like passing and shooting. It improves students' skills, technique, and decision-making through these modified games. The full game is then built up through progressions. This puts the game at the heart of lessons. Game Sense results in more positive student development and participation than traditional skill-drill training. It also promotes inclusion since students of varying abilities can participate. Students learn fundamentals of movement like jumping and throwing through playing modified games from different sports.

1. Game Sense
Approach
An Explanation and Rationale
Mr. Jarrod Dengate, 6D

2. What is Game Sense Approach?
 Put simply, it is the breaking down and modification of a
game (e.g. Rugby, Football or Basketball) to focus on
core areas, including passing, shooting and positioning
 Student’s skill, technique and decision making are all
improved through these modified games (Light, 2004).
 The game is then built back up through progress
sequences that provide opportunities for development.
 This approach puts the game at the heart of the
lessons (Light, 2012).

3. Why Use Game Sense?
 Game Sense has proven to have more positive results on
student development and participation compared to traditional
technique training.
 As identified by Light (2004), because the game is modified the
ability level of students can range from introductory to elite and
they can still actively participate in the activity.
 Due to this, student inclusivity is improved (Kirk & Macdonald,
1998).
 As students are playing a modified version of the game, Activities
are designed to test skills in game-like situations and develops
decision making skills (Light & Robert, 2007).
 When compared to traditional ‘skill-drill’ games, game sense can
develop more “complete players” (Light, 2004).

4. How Does it Promote
Fundamentals of Movement?
 As outlined in the syllabus, there are several movement
skills that all students must develop (NSW DET, 2000).
 These fundamentals involve movement skills including
jumping, throwing and kicking.
 Focusing on one movement skill at a time can prove
tedious to students and makes it difficult to facilitate to
student ability levels.
 However, through the game sense approach all of
these fundamental skills can be developed and
mastered through playing much more student-
appropriate games from various sports.

5. Benefits of Game Sense
 Student development that goes beyond traditional
training
 Promotes inclusion and student participation
 Fun and enjoyable activities that develop students
game techniques and understanding
 Applicable to all skill levels
 Skill development is integrated into playing the
game
 Students are exposed to a wide variety of sports
and disciplines

6. Why it is Used in Classrooms
 Beyond student competency in the game, it is also
a more engaging and motivating way for students
to learn physical education.
 Offers a more inclusive and enjoyable alternative
to traditional skill-drill games, which are repetitive
and only develop one form of movement and skill.
 Students learn through playing, this also gives
them a chance to reflect on their abilities and
game decisions.

7. Other Benefits
 Increases self confidence
 Appreciation for the game is developed which
is an effective motivator for future
development
 Encourages students to attempt new
challenges
 Can give students a different perspective
 Provides the opportunity for students to reflect
on their own experiences

8. Reference List
 Board of Studies, NSW. (2007). Personal development, health and
physical education K-6 syllabus. Sydney: Author. Retrieved from NESA
website: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/
learning-areas/pdhpe/pdhpe-k-10-2018
 Kirk, D., & Macdonald, D. (1998). Situated Learning in Physical
Education. Journal of Teaching in Physical Education, 17(3), 376-387.
 Light, R. (2004). Coaches’ experiences of Game Sense: opportunities and
challenges. Physical Education and Sport Pedagogy, 9(2), 115-131.
 Light. R., & Robert, J. (2010). The impact of Game Sense pedagogy on
Australian rugby coaches’ practice: a question of pedagogy. Physical
Education and Sport Pedagogy, 15(2), 103-115.
 Light, R. (2012). Game Sense: Pedagogy for Performance, Participation
and Enjoyment. London, England: Routledge.