H

AC
O
R
P
P
A PE
H
E
D
S
P
N
SE RY
E MA
M
A RI
G P
IN

WHAT IS GAME SENSE?

Game sense is an approach to teaching that uses
games and sports based activities as the focus
Small modified games are used to promote
learning and discovery for all skill levels
Children are able to develop motor skills in
game situations as well as increasing their
enjoyment of sport (Curry & Knijnik, 2013)
Pill (2008) explains it as a method of
teaching that focuses on developing
thinking through problem solving, using
physical activity

Based on the Teaching Games for Understanding

model, students acquire the skills to understand the
nature of the game and learn the skills along the
way (Light, 2013)

Games can be split into target, striking, net and

invasion games

Instead of asking what skills do I need? The student

asks Why are we doing this? and How can I do it
better?- this develops an understanding of the
student as a player in the game (Pill, 2008) ->
student oriented

STRENGTHS OF GAME SENSE

instills a positive attitude towards physical activity

and a life-long commitment to sport through games

It contributes to:
students physical, emotional and personal growth
fosters inclusion, a sense of achievement and
belonging
stimulates joy and motivation in a child

Students not only learn the skills for their lives now
but gives them fundamental skills for their future

It boosts students overall enjoyment and academic

achievement in all areas of school life

HOW DOES THIS LINK TO THE

SYLLABUS?
The game sense approach links to the rationale, aims
and objectives of the NSW PDHPE Syllabus in the
following ways:
Promotes physical activity for a better quality of life
Fosters physical, social, cognitive and emotional
growth and development
Forms and maintains positive relationships among
students
Fundamental movement skills and patterns for better
health
(NSW BOSTES, 2007)

EXAMPLES OF GAME SENSE IN ACTION

Cricket- Students begin throwing overarm to a partner, changing roles
between catcher and pitcher leading up to a complete game
Skills- decision making: observation, listening, receiving and throwing
Teamwork: communication and working with classmates to play and form
relationships
Covering bases: sprinting and getting positions ready
Player Role- pitcher vs catcher skills
Spatial awareness- Area is shared by all students, batting and fielding
team have different spaces
Reflection: What is the purpose of the game?
What skills did you need? How did the skills change as your role changed?
What did you do with your body to get ready to run?
Where is the best place to bowl the ball?
(Mandigo, Butler and Hopper, 2007)

REFRENCES
Board of Studies, NSW. (2007).Personal development, health
and physical education K-6: Syllabus. Sydney, Australia:
Author
Curry, C., & Knijnik, J. (2013) Physical education and the afterschool sports program in Australian schools: Barriers and
challenges for the 21st century. In J.R Chapyator-Thompson &
S-H Hsu (Eds), Global Perspectives on physical education and
after-school sport prgrams (pp. 227-244). Lanham, MD:
University Press of America, Inc
Light, R. (2013). Game sense for physical education and sport
coaching. InGame sense: Pedagogy for performance,
participation and enjoyment(pp. 37-47). London, UK:
Routledge.
Pill, S (2008), Teaching Games for Understanding Physical
Education and Recreation, 29(2)