Game sense is an approach to teaching physical education and health that focuses on active participation in games rather than direct instruction. It allows children to learn through experience by asking questions and problem-solving as they play. Studies have shown that game sense improves students' understanding of skills and strategies. It also encourages discussion and cooperation with peers. When used in PE classes, game sense keeps children engaged and enjoying their learning by focusing on fun games and activities rather than textbooks.

1. ‘Game Sense’
The importance of game sense can influence children in a positive and beneficial
manner as it allows them to become physically involved in learning about health
and sport. Light (2012, p.g 21) states the importance of a game based approach to
learning as it encourages individuals to ask questions as they participate rather than
being told everything they have to do. This demonstrates that game sense approach
allows children to feel involved in their learning and become active in games that
highlight the key importance of health by asking questions and working with other
peers.

2. Game sense is also an important approach to teaching HPE as it has been
the preferred learning technique to teaching. Pill (2014, pg. 283) states
that game sense allows individuals to gain a better understanding of sport
through the knowledge of skills. By actively participating in games that
allow the individual to participate and learn by practice, it gives them a
better understanding of how to do things differently by making mistakes
and learning from them. The hands on approach allows the students to
share ideas with other students and therefore gain a better understanding
of the topic.

3. Teaching ‘Game Sense’ for Children
Game sense is an important aspect of a child’s learning experience because it
allows the children to become active and learn through experience. A child
would be able to gain more knowledge and a better understanding of the
content while being actively involved. Students are able to work with others
and share ideas and opinions about how they can make the most of their HPE
learning experience. Through this they are able to gain a better understanding
of the heath benefits that participating in physical activities can do to the body.

4. The strengths that the GS approach has on children involves aspects such
as participation, discussion, involvement and most importantly
enjoyment. Children will be more focused on PE if they are actually
getting involved and enjoying themselves. A child may lose focus
quickly when they are constantly reading from a text book and therefore
are not gaining the most of their HPE experience. By using an approach
such as ‘Game Sense’ it allows teachers to ask students continuous
questions about how they can improve these games and what they are
gaining out of it by participating. Teachers are able to observe from a far
whether or not students are participating and learning through the
experience.

5. Game sense will be a major part of 3L’s PE learning experience
to encourage the students to be active and to have fun when
learning about health and the body. It demonstrates the outcome
INS2.3 as it develops friendships and support networks from a
variety of people as the children are working in groups and
participating in group discussions to gain the most out of it
(NESA, 2017, p.23). It also links to the outcome GSS2.8 as
game sense introduces fun ways of practicing certain skills and
how cooperation and encouragement can lead to great success in
games (NESA, 2017, p. 28).

6. References
O Light, R. (2012). Game Sense : Pedagogy for Performance, Participation and
Enjoyment. Milton Park, Abingdon, Oxon: Taylor and Francis.
O NESA (2017). NSW Syllabus :: Personal Development, Health and Physical
Education (PDHPE). [online] Syllabus.nesa.nsw.edu.au. Available at:
https://syllabus.nesa.nsw.edu.au/pdhpe/ [Accessed 3 Oct. 2017].
O Pill, S. (2014). An appreciative inquiry exploring game sense teaching in
physical education. Sport, Education And Society, 21(2), 279-297. http://
dx.doi.org/10.1080/13573322.2014.912624