The document discusses the game sense approach to teaching physical education. It is a student-centered approach that focuses on tactical and strategic thinking through modified games. This develops motor skills while encouraging problem solving. The approach links to curriculum outcomes like communication, decision making, and moving skills. It has strengths like increasing activity levels and developing both physical and communication skills. The reasons for choosing this approach are that it is fun, builds confidence, and engagement through modifying games. Suggestions are provided for parents to reinforce the approach at home through asking questions.

1. THE GAME
SENSE
APPROACH
Guide for Parents
By: Melek Sinmaz - 17464550

2. WHAT DOES THIS
POWERPOINT COVER
 What is a game sense approach?
 How does this link to the curriculum?
 The strengths and benefits it has as a teaching
approach?
 Why we choose this approach?
 Some Suggestions for parents

3. WHAT IS THE GAME SENSE
APPROACH
 The game sense is an effective approach for teaching sport to the
students because this is a student centred approach which focuses on
teaching tactical and strategic thinking whilst teaching sport-specific
motor skills (Pill, 2012). This means that while the students are
engaging in the activity, they are able to develop the required skills
and understanding on their own.
 This approach was ideally to challenge the traditional way of teaching
sport, which mainly emphasized on “how” to reach proficiency in a
particular skill rather than giving the students some context and
purpose as to “why” that skill is required for that task Werner, Thorpe
and Bunker, 1996). Hence game sense encourages students to engage
in modified games while learning the skills subconsciously.

4.  The main focus of this approach is to put the students in situations where,
thinking strategically and effectively solving problems is vital to successfully
complete the given activity (Pill, 2008).
 Teachers in-cooperate questions within the games to allow the students to
think critically and strategically. For example the teacher will often ask the
students between activities, why they have chosen to do something a
particular way, if it was effective, what they could do next time differently
and what skill they needed in order to be successful in the game.
 Moreover teachers modify and increases the complexity of the game as it
progresses in order to allow the students to develop the skill at an appropriate
time, also to increase engagement (Pill, 2008).

5. The game sense approach is divided into
four categories:

6. GAME SENSE APPROACH
SEQUENCE

7. LINKING GAME SENSE APPROACH TO
THE CURRICULUM
 The game sense approach links directly with the Stage 2 PDHPE Syllabus. Using
this method students are able to develop many of the skill outcomes in the
syllabus.
 These include:
- COS2.1 (Communication)- Students learn to communicate with and within
groups whilst playing the team sport.
- DMS2.2 (Decision making)– Students learn to make decisions as an individual
and as a group member.
- INS2.3 (Interacting) - Students are able to help others to achieve set goals, i.e.
winning the game.
- MOS2.4 (Moving) – Students are able to display movement skills appropriate to
familiar or new situations.
- PSS2.5 (Problem solving)- Students are able to identify some limitations or
problems in an activity and can propose a solution in Q&A time of the lesson.
- GSS2.8 (Games and sports outcome) – Students are able to participate in a
variety of games and modified sports.
(Board of Studies NSW, 2007)

8. THE STRENGTHS AND BENEFITS
IT HAS AS A TEACHING
APPROACH
 This is a very effective way to encourage students to get active as
there is a great increase in young students becoming overweight.
 This approach not only teaches the
students the physical skills of the
sport it also helps them to further
develop their communicating skills.
This is done by blending the
physical aspect with the “embodied
conversation” or verbal aspect
within the one lesson, in which is
repeated in various parts of the
lesson (Light & Frawn, 2003,p.162).

9. WHY WE CHOOSE THIS
APPROACH?
 The reason we choose this approach is simple:
It’s fun & it works!
 This approach assists in building going students’
confidence, encourages students to engage in team work
and is fun.
 Students enjoy the modifications and how the
complexity increases as the game, hence when students
enjoy
 Moreover through the four types invasion, striking,
target and netball/court games it is clear that the
students have the potential to further improved their
basic fundamental movement skills and actually could
identify which skill they need and why for the specific
game/sport.

10. Our school motto is – “Everyone has a fair go!”.
 The game sense approach is encouraging
students to all have a go and become active.
Our aim is to produce a: Happier, Healthier and
More Active generation

11. SOME SUGGESTIONS FOR PARENTS
AND/OR CARETAKERS
 As the parents you too could reinforce this idea of
the game sense approach in your own homes or
when playing with your children at the park.
 What you need to do is ask your children
questions like;
- What did you do in this situation that worked
well?
- What didn’t?
- How could be done differently to make this game
a little bit harder ?
 As parents/caretakers we should encourage our
children to engage in sports and be active.

12. AS A RESULT ORANGE RIVERFALLS
PUBLIC SCHOOL BELIEVES THAT-HAPPY
STUDENTS = HAPPY SCHOOL!

13. REFERENCE
Board of Studies NSW (2007). English K-6: Personal Development,
Health and Physical Education Syllabus. Sydney: Board of Studies.
Light, R., & Frawn, R. (2003). Knowing The Game: Integrating Speech
and Action in Games Teaching Through TGfU. Quest, 55(2),162-
163.
Pill, S. (2008). Teaching Games for Understanding. Australian Council
for Health, Physical Education and Recreation, 29 (2), Retrieved
from
http://www.ausport.gov.au/sportscoachmag/coaching_processes/teac
hing_games_for_understanding
Pill, S. (2012). Teaching Game Sense in Soccer. Journal of Physical
Education, Recreation & Dance, 83(3), 42-46,52. Retrieved from
http://search.proquest.com/docview/931110963?accountid=36155
Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching Games for
Understanding: Evolution of a Model. The Journal of Physical
Education, Recreation & Dance, 67(1), 28-33.