Game

Sense
An inclusive

, constructiv
ist and sma
to teaching P rt approach
E
 Constructivist
Inclusive
Approach

Game Sense
Creating Inquiry
smart, Based
thinking Learning
players

Student
Centered
 What is Game Sense?
0 Game sense is a constructivist pedagogy that
promotes learning and skill development
through modiBied games that involve
decision-making and problem solving
(Australian Sports Commission, 2017)
0 Game sense is student centered where the
teacher uses guided discovery questioning
to spark engagement, while students and
teacher collaboratively problem solve and
interpret rules to challenge and enhance
skills (Light, 2012).
0 Game sense promotes tactical ability, space
perception, athletic competency and
movement ability (Pill, 2016).
 Game Sense Teaching Games for
(Pill, 2016; Light, Understanding
2012) (Bunker & Thorpe, 1982)
0 Students use enabling

0 Teacher-student shared
skills to progress the dialogue.
game and cultivate
skills through 0 Focusing on the game
modiBication. as a whole.
0 Students can enter and 0 Learn skills through
exit the game.
modiBied, exploratory
0 Knowledge is
constructed through and engaging games.
exploration of the 0 Teacher questioning
learner. and collective thinking.
0 ReBlection and positive
feedback.

Each time one prematurely teaches a child something [they]

could have discovered [themselves], that child is kept from
inventing it and consequently from understanding it
completely. (Piaget, 1983)

 Game Sense and the PDHPE
Syllabus (2007)
Game sense promotes the Bive skills within the PDHPE Syllabus (2007)

Moving Promotes fundamental

movement skills (Austin,
Haynes, & Miller, 2004)
Problem Solving Guided-discovery questions
Communicating ReBlection and Discussion
Interacting Collaboratively problem-
solving and modifying
Decision-making Holistic focus on games
allows for skill application
and space perception rather
than learning skills in
isolation of game (Pill, 2016)
The BeneBits of Game Sense
0 Inclusive
0 ModiBication is a core component of Game Sense,
allowing teachers and students collaborative
control over simplifying and extending to enhance
enjoyment and competence.
0 ModiBication also means that games can be
modiBied to include more players on the Bield,
increasing student participation.
0 Fun
0 Emphasises student empowerment and
responsibility for their learning (Bunker & Thorpe,
1982; GrifBin et al., 1997)
0 Let the kids play approach gives student
ownership over learning and avoids over-coaching
(Australian Sports Comission, 2017).
The BeneBits of Game Sense
0 Promotes the development of thinking
players (Australian Sports Commission, 2017)
0 Game sense engages cognitive, affective
(social, emotional) and psychomotor skills,
proving holistic engagement.
0 Game Sense can be linked to KLAs and
teachable moments, engaging students across
the curriculum.
0 Positive Behaviour for Learning (Rogers,
2015)
0 Game sense allows teachers to promote PBL
classroom management strategies due to its
collaborative and student-centered approach
where students take responsibility for their
learning.
 Reference List
Austin, B., Haynes, J., & Miller, J. (2004). Using a game sense approach for improving
fundamental motor skills. Australian Association for Research in Education
Conference. Melbourne.
Australian Sports Commission. (2017). Game Sense Approach. Retrieved May 1,
2017, from Sporting Schools: https://sportingschools.gov.au/resources- and-
pd/schools/playing-for-life-resources/game- sense-approach
GrifBin, L., Mitchell, S., & Oslin, J. (1997). Teaching Sport and Concept Skills: A Tactical
Sports Approach. Champaigne: Human Kinetics.
Light, R. (2012). Game Sense. Taylor and Francis.
New South Wales Education Standards Authority. (2007). Personal Development, Health
and Physical Education Syllabus. Sydney: Board of Studies NSW.
Piaget, J. (1983). Piaget's Theory. In P. Mussen, Handbook of Child Psychology. New York:
Wiley.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical
education. Sport, Education and Society , 279-297.
Rogers, B. (2015). Classroom behaviour : a practical guide to effective teaching, behaviour
management and colleague support. London: SAGE Publications.