An overview of Game Sense and its connections to the NSW PDHPE Syllabus

1. Game Sense
Playing To Learn

2. What Is Game Sense?
● Game sense uses a student-centred approach to modified sports where students learn within
the context of the game and teachers employ questions to encourage learning.
● Players construct their own learning experiences through inquiry
● Inspired by Bunker and Thorpe (1982), game sense is an alternative to the traditional
methods of skilled led approaches to games and sporting teaching.
(Georgakis, Wilson & Evans, 2015)
● Employs small sided games so that games are played with a purpose.
● Games sense acts as medium where
1. Cognitive, physical and tactical knowledge are developed.
2. Players make decisions and solve problems
3. The knowledge gained and decisions made enable players to develop the
sport-specific motor skills (Pill, 2012)

3. The Rationale of Game Sense In PDHPE
Game sense in schools has proven to be more
beneficial than the traditional teacher directed
approach.
When the game is stopped at regular intervals,
students are asked questions and are
challenged to reflect on their participation to
progress and mature.
Game sense is student centered where the
teacher acts as a facilitator of learning and
students construct their learning experiences.
Students develop the skills to make
decisions and solve problems through
verbal and non-verbal interactions.
Students share ideas and work
collectively to achieve a common goal.

4. The Rationale of Game Sense In PDHPE…...
With the games being modified students are more involved and
motivated making learning fun in a supportive social environment.
Questions like “Why did you throw the ball to the left court”? enables students to develop
an understanding and learn through reflection making students less reliant on the
teacher and more aware of their thought processes.
Games are modified and manipulated to support students with
varying abilities maximising inclusion.
Game sense consists of four categories Target, Net/Wall, Striking/Fielding, and Invasion.
Each category focuses on fundamental skills, concepts and tactics that can be applied to
all games and are transferable between sports.

5. Benefits of Game Sense
● Holistic approach that focuses on the students social, physical and intellectual skills
● Students are actively engaged and lead a healthy active lifestyle
● Improve tactical awareness in students
● Fosters leadership and planning skills
● Inclusive which increases motivation and participation
● Help students develop the skills to make decisions and solve problems
● Skills and understandings developed are applicable to social life outside of the game
● Fosters cognitive learning
(Light, Curry & Mooney, 2014)

6. Links To The Syllabus
Game Sense focuses on the development of social, physical and intellectual skills within the context of a
game or sport. The Game Sense approach provides an opportunity for students to develop, strengthen
and refine skills, individually and collaboratively across three domains in the PDHPE syllabus. These
include:
Self-management skills (S) - Include decision-making and problem-solving where students inquire, find
solutions, and gather information within the context of the game. This helps students to be confident,
independent, optimistic and resilient.
Interpersonal skills (I) - Include interacting with peers by playing, listening and sharing ideas and tactics
collectively. Students build respect and empathy towards one another fostering connectedness. Students
also develop social awareness skills by contributing to their team
Movement (M) - Students are given authentic opportunities to acquire and master fundamental and
tactical skills by transitioning from one skill to another, applying movement concepts, rules, strategies and
tactics and participating actively individually or in a team.
(NESA, 2018)

7. Links To The Syllabus
General Capabilities - Critical and Creative Thinking
Apart from the development of social and physical skills, through game sense, students are encouraged to
develop general capabilities of critical and creative thinking to improve performance, solve movement
challenges and persist in achieving set goals. This involves students:
● Building upon prior knowledge and applying new ideas
● Observing situations in new ways
● Having alternative explanations
● Creating and observing new connections to initiate positive outcomes
● Acting upon instincts
● Constructing theories and objects
● Refining ideas to discover possibilities
(ACARA, 2016)

8. Reference:
ACARA. (2016). Critical and Creative Thinking. Retrieved 28 April 2020, from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic Assessment in Physical Education: A Case
Study of Game Sense Pedagogy. Physical Educator, 72(1), 67-86.
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in
physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81.
NSW Education Standards Authority. (2018). Personal development, health and physical education
K-10 syllabus. Sydney: Author.
Pill, S. (2012). Teaching game sense in soccer. Journal of Physical Education, Recreation & Dance,
83(3), 42-52.