1. Game Sense Rationale
The Importance of
Game Sense Taught in
PDHPE in Primary
Schools
Nadda Abzakh’s 6A
2. • Game sense (GS) is a student-centered pedagogical approach
• GS focuses on playing the actual game, rather than learning and
focusing on the specific skills or techniques before playing the game.
• Game sense allows students to think strategically about game ideas
as it focuses on their learning, developing skills while engaging in the
physical aspect of the game rather than focusing on developing
those skills and techniques and mastering them before the game is
played (Curry & Light, 2007).
• When student’s physically engage in an activity, their tactical
awareness increases. Consequently, they are able to make better
decisions.
Game Sense: What is it?
3. • Game sense is a variation of Bunker and Thorpe’s model: Teaching
Games for Understanding.
• Game Sense is accomplished through the use of modified games
which create optimal understanding, increase decision making skills,
tactical awareness and game skills (Light, 2004).
• Games are essentially problems to be solved. So, teachers should be
questioning students during the lesson on how they believe they can
win, rules, time, numbers and area. These lessons should include
various different elements, such as warm up games, small games,
then questioning the students, followed by development games and
then a warm down game.
• Modified Games include:
• Target games (such as croquet)
• Striking and Fielding games (such as cricket)
• Invasion games (such as Oz-tag)
• Net and Court games (such as netball, volleyball, tennis)
(Phil, 2016).
Continued…
4. The 3 Parts of Game Sense
1. DECISION MAKING: What to do when playing
the game?
2. MOVEMENET KNOWLEDGE: How to play the
game?
3. SKILL: Ability to play successfully
5. The Game Sense approach is definitely a pedagogical approach
that I will devote to include in my teaching practices. Traditional
games taught in physical education focus only on learning the
fundamental movement skills such as running, jumping,
throwing, catching and kicking (NESA, NSW, 2018). However, with
Game Sense, students are focused on learning techniques and
tactics to further enhance and deepen their understanding in the
game (Phil, 2016). Student engagement in a lesson allows for
optimal learning opportunities. As Game Sense focuses on the
specific aspect of playing the game rather than learning HOW to
play the game, students will learn to develop those skills and
techniques while playing the game (Light, 2004).
Is Game Sense Used in 6A?
It has been found that
only teachers who are
passionate about
continuous
professional learning
are drawn to and
engaged approaching
the game sense.
Teachers who are
student-centered tend
to use the Game Sense
approach (Phill, 2016).
6. • The Syllabus rationale states how physical education is fundamental
to the acquisition of movement skills that enable students to
participate and engage in a range of activities (NESA, NSW, 2018).
• The Game Sense approach provides students with the opportunities
to develop, strengthen and refine the three main skills:
• Self management: strengthening personal identity, self-
awareness, emotion and stress management, decision-making,
problem solving and help-seeking.
• Interpersonal: Communication, collaboration, inclusion,
relationship-building, empathy building, leadership and
advocacy and social awareness.
• Movement skills: Fundamental and specialized movement skills
and concepts, tactical and creative movement, health and
fitness enhancing movement.
Connection to the PDHPE Syllabus
7. There are 2 reasons why the Game Sense
approach is a strong technique to be used. The
first reason is because game sense assists
students emotional development and social
needs of the students playing the modified games
(Light, 2012). This is accomplished through
differentiating the games to ensure all students
are able to participate by modifying the rules.
The second reason is because the game sense
approach begins with simple games so students
do not feel the added stress of perfecting their
technique to be able to engage in the game.
8. References:
Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical education: Is Game Sense
the answer. In Proceedings of the Asia Pacific Conference on Teaching Sport and Physical Education
for Understanding.
Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/scholar?
hl=en&as_sdt=0%2C5&q=Addressing+the+NSW+quality+teaching+framework+in+physical+education%3A+I
s+Game+Sense+the+answer.+&btnG=&httpsredir=1&article=1657&context=edupapers#page=8
Light, R. (2012). Game sense: Pedagogy for performance, participation and enjoyment. Routledge. Retrieved
from https://ebookcentral.proquest.com/lib/uwsau/reader.action?ppg=54&docID=981715&tm=153206689
3509
PDHPE K–10 NEW | Personal development, health and physical education. (2019). Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education
and Society, 21(2), 279-297. Retrieved
from https://www.tandfonline.com/doi/pdf/10.1080/13573322.2014.912624?needAccess=tr
