Game sense is an approach to teaching physical education that focuses on enhancing student learning through modified games rather than direct instruction. It emphasizes problem solving, communication, and decision making skills. The coach acts as a facilitator rather than director. Students learn skills and tactics through small games that resemble full games. This helps build foundations and allows skills to transfer between similar game types. Game sense improves student engagement and develops social, intellectual and movement skills. It will be incorporated into the physical education class through modified invasion games to work on fundamental movement skills.

1. GAME SENSE
APPROACH FOR 5G
Zoya Gani

2. What is Game Sense?
 In physical education, Game sense is usually used
to teach students how to play a game, teaching them the
required skills. (Light, 2013)
 In game sense approach, instead of being a director the coach
is a facilitator whose focus is on enhancing students learning
(Evans, Harvey Hassanin & Light, 2014)
 In game sense, players learn how to search
and choose appropriate information,
communicate, solve problems and explore
solutions (Pill, 2017)
 Game sense approach usually consists of
small games, which hold the
concept of actual games (for example basket
ball), teaching students the
required skills for the actual game (Curry,
2011)

3. Why Game Sense?
 Game sense is fun
 It involves playing, which
students love
 It prompts students to think on
the spot
 Its based on communication,
therefore enhances students
communication skills.
 It enhances students decision making skills.
 It is inclusive. Game sense is for students of all
age and different abilities
 It is player centered, therefore students take the
lead in their learning.

4. Game Sense categories
1. Target: golf, curling, archery, darts, bocce, etc.
2. Striking (or Fielding): baseball, cricket, softball,
rounders, etc.
3. Net and Wall: volleyball, badminton, squash,
etc.
4. Invasion (or Territory): hockey, soccer, football,
rugby, etc.
Categorising games is important for students as
they will be taught from simple to complex. Such
activities
This will not only build onto their foundation but
provides for transfer of learning to take place
among games in similar categories (Lecture 2).
Simple
Complex

5. Example: Invasion game
 An invasion game requires
students to score goals while
protecting their own goal at
the game time.
 Students are divided into 2
equal groups and are
expected to communicate
and
pass the ball to each other.
 The game will continue to be modified as the
soft ball can be changed to a soccer ball and
finally be modified into soccer which requires all
the skills taught in the game.
 Skills involved: passing, running, dodging,
defending, receiving and tactical skills.

6. Advantages of Game
Sense
 The game is student centered therefore,
students to take responsibility of their own
learning
 Game sense improves and builds on
students social, communication, decision
making and problem solving skills.
 Game sense is inclusive as it provides for
different types of learners
 It will develop and strength students
fundamental movement skills.
 Game sense also increases students
engagement and attitude towards sport.

7. Fundamental movement skills
 The 12 fundamental
movement skills is
considered to be the
foundation for
movement
 It is important as it
contributed to
children's physical
development.
 If children do not learn
these basic skills they
will have trouble
forming complex
movements as they
get older (Pill, 2015)
 Static balance
 Vertical jump
 Sprint run
 Catch
 Hop
 Leap
 Side gallop
 Kick
 Skip
 Two hand strike
 Overarm throw
 Dodge
NSW Department of Education
and Training, 2000

8. Rational
As the teacher of class 5G, I will be integrating game sense into my
physical education. Game sense is simply a modified sport that
engages students. Throughout the year my students will play these
modified short games to build on their skills and understand games
tactics.
Game sense will not only focus on my students physical skills but also
their social and intellectual skills. Students will be encouraged to
communicate with each other as well as take decisions on their own.
This approach is purely student centered therefore encouraging
students to become independent learners (NESA, 2012). Furthermore,
inquiry based learning will take place as students will be given the
opportunity to question themselves as to why they took a specific step.
Reflection will also be included so I can get an idea of whether my
students enjoyed and was able to learn something new. Students will
also be encouraged to ask me questions about the game.
Lastly, the 12 fundamental movement skills will be thoroughly
incorporated into the game sense approach.

9. Links to outcomes
 Communicating: COS3.3- Communicates
confidently in a variety of situations.
 Decision Making: DMS3.2- Makes informed
decisions and accepts responsibility for
consequences.
 Interacting: INS3.3- Acts in ways that enhance the
contribution of self and others in a range of
cooperative situations.
 Problem Solving: PSS3.5 Suggests, considers and
selects appropriate alternatives when resolving
problems.
 Games and Sports: GSS3.8- Applies movement
skills in games and sports that require
communication, cooperation, decision making and
observation of rules. (NESA, 2007)

10. Reference List
 Breed, R., & Spittle, M. (2011). Developing game sense through tactical learning. Cambridge:
Cambridge University Press.
 Curry, C. (2011). Using the Game Sense Approach to Deliver Quality Teaching in Physical
Education. Retrieved from: http:// learning21c.wordpress.com/2011/11/27/using-the-game-
sense-approach-to- deliver-quality-teaching-in-physical-education/
 Curry, C. (2018). Using the Game Sense approach to deliver Quality Teaching in Physical
Education. Retrieved from https://learning21c.wordpress.com/2011/11/27/using-the-game-
sense-approach-to-deliver-quality-teaching-in-physical-education/
 Differentiated programming. (2012). Retrieved from https://syllabus.nesa.nsw.edu.au/support-
materials/differentiated-programming/
 Get Skilled: Get Active. (2000). Retrieved from
https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_
booklet.pdf
 Light, R. (2012). Game sense : pedagogy for performance, participation and enjoyment.
Retrieved from https://ebookcentral.proquest.com
 Light, R., Evans, J., Harvey, S., & Hassanin, R. (2013). Advances in rugby coaching (1st
ed.). New York: Routledge.
 PDHPE K – 6 Syllabus (NESA, 2007). Retrieved from
https://syllabus.nesa.nsw.edu.au/pdhpe/
 Pill, S. (2015). Play With Purpose: For Fundamental Movement Skills Teaching. Australia:
Achper.
 Pill, S. (2017). Perspectives on athlete-centred coaching. Oxon: Routledge.