The document discusses the "Game Sense Approach" used by the author for teaching primary PE classes. This approach emphasizes play and decision-making over isolated skill drills. It places students in challenging environments where they must make tactical decisions, solve problems, and develop skills throughout lessons. This keeps students engaged and motivated compared to a technical focus on skills separated from game play. The author explains how they structure lessons using an initial game, setting challenges, practice tasks, and game progression. Research shows this approach enhances cognitive development compared to traditional skill-based coaching.

1. Why I use a ‘Game Sense Approach’
for teaching my primary PE classes.
Firstly, Sports have originally been by being
broken down into >skills< and these skills are then taught.
(Pill, as cited in Australian Sports Commission, 2013) stated
that this is a technical approach where skills are separated from
the game and then those skills learnt are put back together &
used within the game. This way of thinking was seen as the
only correct well of playing a game properly. Lots of children
would rather play, so most of the time a lot of
attention to the technical side of a game tends
to lead students being unmotivated and not
enjoy the experience.

2. The ‘Game Sense Approach
So what exactly is the
requires a broad understanding of
the sport and physical activity so
that students can help each other
by communicating with the
teacher and their peers in ways
which they can modify the game
in a way that is challenging for
them
“The ‘Game Sense’ approach places an emphasis on
the play aspect of sport. The approach asks students
to perform in an environment where decision-making,
tactics, problem-solving and skill development are
developed consistently throughout a lesson. Through
this approach, students also develop self-expression,
socialisation skills, and conflict resolution skills, while
incorporating the knowledge essential for a healthy
lifestyle. A well-organised and structured Physical
Education class with Game Sense can teach students
the benefits of living a physically active life, as well as
the skills and knowledge (social and physical) to
incorporate safe, satisfying physical activity into
their lives (Stevenson, as cited in How the Game
Sense Approach in Physical Education can
develop cognitive thinking, 2013)
‘Game Sense
Approach’?

3. The ‘Game Sense’ teaching sequence
WARM - UP
INITIAL GAME
Q/A + SETTING A NEW CHALLENGE
PRACTICE TASK(S)
GAME PROGRESSION
Q/A (IF NECESSARY)
So if you have been
wondering exactly
how I integrate the
‘Game Sense’
teaching sequence
into my lessons the
diagram below will
briefly show you
Note: Teacher may
question students
during each phase of
the sequence.

4. The strengths of this theory as a
teaching approach
In touch, the ball can be carried across a line, or it can be
thrown or shot in a target (Netball or Basketball). The ‘Game
Sense Approach’ is a strength as it focuses on the problem-solving
aspect as well as the movement patterns of the
games. As a teacher I will at times stop for focus on
technique. However, the strategies needed to succeed in the
game are the main focus.
These games are easily modified by redesigning the space,
changing equipment used or the number of players.
Eg. Increasing the amount of space and changing the rules
(allowing rolling of the ball from player to player) allows
students to consider the amount of space they have, the rule
and communication with teammates. This will lead to them
questioning themselves how can be beat the attackers? What
is the quickest way to get it in the goal? They incorporate
swinging (non-locomotor skill) , running (locomotor skill),
dribbling by pat bouncing, catching with two hands and many
other manipulative skills.
Fielding or Striking (manipulative skills) game involves
competing in batting and fielding teams aiming to score more
runs than the other team. Softball, Tee ball and Cricket
involve a number of rounds to determine who wins the
game. Questions leading to students include: What is the
safest way to field the ball? What is the correct way of hitting
the ball and why? Where should they position themselves if
fielding?
Research by Light (2003) highlights the effectiveness of the
‘Game Sense’ strategy in enhancing cognitive thinking. I as a
teacher, ensure that the initial games are simply and become
progressively more challenging during each lesson.

5. REFERENCES
Brookes, L. (2013). How the Game Sense Approach in Physical Education can
develop cognitive thinking
Commission, Australian Sports. (2014). Participation in organised sport’. Ausport,
Canberra
Light, R. (2003). ‘The Joy of learning: emotion and learning in games through Tgfu’.
Journal of Physical Education New Zealand, pp.93-99
Thompson, C. (1996). Video Analysis. Australian Touch Association Level 3 Coaching
Assessment, Brisbane