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This short slideshow will highlight the importance of teaching PDHPE

through a game sense approach with strong links to the fundamental
movement skills. These approaches will support all students and ensure
your child learns in the best environment at their own pace.

Ms G’s
Game Sense
Teaching approach
Why teach through a Game sense approach?

• Game sense, also know as Teaching Games for Understanding (TGfU) is a teaching technique allowing teachers to create
and modify games to support students’ abilities and different learning styles.
• This allows students to build on their skills and extend the game according to their levels and abilities. It also allows
students to take the lesson into their own hands and change the rules to adapt to their own teams.”…in a GS approach
learning is facilitated through a dialogue between players and between players and the teacher, which is in contrast to the
monologue of directive teaching ascribed to a common directive PE method” (Pill, 2014, p.283)
• Allows the game to be student-centered and students become autonomous learners. “The dimension of significance is
important for physical education because students need to clearly see the relevance of what and how they learn that in
the gym or on the field for living in their real world” (Light, Curry & Mooney, p.165, 2014)
• High engagement levels due to student choice and ability to adapt the game to their own standards
• A shift from traditional teaching styles and indoor lessons; giving students opportunities to create their own learning in a
safe and positive atmosphere. Allowing for “…productive styles which allow students to individually explore problems,
make decisions and for new knowledge and movement solutions to emerge” (Pill, 2011, p.115).
What are the
fundamental movement
• Basic skills to enhance students’ understanding and performance in sports
• Skills include catching, balancing, hopping, skipping, throwing and much more
• These skills are categorized under Locomotor and Ball skills which enhance cognitive
and affective learning
• Jaakkola, Yli-Piipari, Huotari, Watt & Liukkonen (2016) explore the idea that
fundamental movement skills are tests or small games that fall under differing levels
of intensity such as balancing skills, running skills, muscular fitness and aerobics.
• The Healthy Kids NSW (2018) website indicates that skills are forms of movement
and building on your bodily movement to become involved in games. Research point
to a lack of involvement with basic skills can lead to a decrease in physical education
as children get older.
• It is important to learn these skills, to support children in their future, such as
hopping, skipping, or running as they might need to walk long distances, run a
marathon or go hiking.
Strengths of Game Sense
• “promotes physical activity” (PDHPE NSW, 2018, p.6), allowing students to build their
fitness levels and start at basic stages that they can adapt and extend overtime
• “physical, social, cognitive and emotional growth and development patterns” (PDHPE
NSW, 2018, p.7), giving students long term benefits, gaining a sense of identify and self
through skills they enjoy or sports they enjoy playing
• Allows for differentiation
• Engaging as students have choice
• Student centred
• Allows teacher to observe and formatively assess, give feedback and encourage
discussion and reflection

• Game sense allows students to engage with their peers, share ideas, communicate
• Game sense allows teachers to lead discussions, engage with questions that arise as games progress, show
students that changes can be made or alternatives are available such as adapting rules, modifying the game
• Beneficial for long term, as students are able to make decisions and take control of situations
• Students are able to make their own decisions, as well as form strong relationships with the teacher and
their peers in collaborative thinking and planning of games.
• Connection to other Key learning areas and priority areas such as literacy and creating English lessons such
as narrative writing on skills students learnt
• Allows the teacher to support all learners and start at each students' level of skills- allows the teacher to
teach students from non English speaking backgrounds
Links to the Syllabus
The following links to the rationale of the PDHPE syllabus display ways that students gain long term benefits from a Games sense teaching approach and
Fundamental movement skills.

“ the development “encourages an activity”
and maintenance of understanding and valuing
positive of self and others”
relationships “

“ skills that enable

“living and learning action for better
“Factors influencing in a safe and secure health and movement
personal health environment” outcomes”
Extracted from- NSW PDHPE
syllabus (2018)
Links to teaching standards
The following links show Ms G’s ability to teach Game Sense and Fundamental movement skills through reflection on professional teaching standards.

• 1. Know students and how they learn- catering games to adapt to learning styles and levels of
each student.
• 2. Know the content and how to teach it- teacher can initiate discussion and engage students
in the games and skills through ongoing support and practical involvement in the sport
• 3. Plan for and implement effective teaching and learning- create lessons to build on
students’ prior knowledge and strengths. Effective teaching strategies also cater for all students
and engage all learners to create an inclusive classroom
• 4. Create and maintain supportive and safe learning environments- outdoor lessons made
fun through teacher support and peer collaborative thinking and slowing all students to have a

Extracted from- Australian

Institute for Teaching and School
Leadership (2018)
References (2018). Australian Institute for Teaching and School Leadership. Australian Professional Standards for Teachers.
Google Images. (2018). Retrieved from
Jaakkola, T., Yli-Piipari, S., Huotari, P., Watt, A., & Liukkonen, J. (2015). Fundamental movement skills and physical fitness as
predictors of physical activity: A 6-year follow-up study. Scandinavian Journal Of Medicine & Science In Sports, 26(1), 74-81.
doi: 10.1111/sms.12407
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. doi: 10.1080/18377122.2014.868291
NSW, B. (2018). Personal Development, Health and Physical Education K–10 :: Personal Development, Health and Physical
Education (PDHPE). Retrieved from
Physical Activity. (2018). Retrieved from
Pill, S. (2011). Teacher engagement with teaching games for understanding - game sense in physical education. Journal Of
Physical Education And Sport, 115-123.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education And Society, 21(2),
279-297. doi: 10.1080/13573322.2014.912624