Game Sense Approach

in
Physical Education (PE)
 What is the Game Sense approach?
The Game Sense approach involves designing a

game to achieve specific outcomes. During the

game activity, the teacher/coach provides

opportunities for the students to have group

discussion and collaboration. These

discussions will be prompted by questioning

from the teacher, and encourage thinking and https://youtu.be/XBgu5jhPTsg

reflection. (Light & Richard, 2018).

How does it link to the PDHPE Syllabus?
The study of PDHPE, according to the PDHPE NSW K-6
syllabus (2007), is concerned with providing the knowledge
and skills to students in order for them live a safe and
fulfilling life with healthy interpersonal relationships.

Using the Game Sense approach in Physical Education will

provide a supportive learning environment for students to
learn specific skills in an engaging game-based way.

This aligns with the PDHPE NSW K-6 syllabus (2007)

rationale which is to provide school programs that “support
the acquisition of movement skills and nurture positive
attitudes towards physical activity” (p. 7).
 Game Sense Approach & The Fundamental
Movement Skills
The traditional approach of teaching PE involved
the students being taught the skill in a number of
drills and when they performed the skill
competently, they would be allowed to play the
game.

However, the Game Sense approach to teaching

PE is a holistic model in skill development, as it
combines sport skill learning in the context of
play (Pill, 2014). This becomes effective when it
comes to learning the Fundamental Movement
Skills (DET NSW, 2000), where sole skill drills,
taught in the traditional model, will be inadequate
for PE lessons in early stages of primary.
Rationale
It is important to note that teaching PDHPE is more
than teaching and playing a sport. It is about showing
students how to be caring and supportive team players.
It is about having healthy interpersonal relationships. It
is about building positive attitudes towards physical
education through engaging games. It is about
demonstrating to students how to be critical, reflective
and creative thinkers. But most of all, it is about
providing students with the knowledge and skills to live
out active, safe, healthy and fulfilling lives beyond
schooling.
 Benefits of Game Sense
ü Learner-centred – Game sense approach has an emphasis on
the students’ learning journey, making the learning more
personal.
ü Skill-focused in an engaging game-based activity – Game
sense focuses on specific skill learning in a fun game which
builds positive attitudes towards physical education.
ü Provides opportunity for discussion and reflective thinking –
Teacher will prompt students thought into making games more
challenging and interesting which encourages students’ to be
critical and reflective thinkers in PE games, which are life
skills.
 Benefits of Game Sense
ü Differentiate for various learners – Teacher will be able
cater to students of different abilities (emergent and
advanced) and modify the game to suit these needs
ü More time with Physical Education – Due to students
being able to learn the skills THROUGH the game, as
opposed to BEFORE the game in the traditional approach,
students will have more time on physical activity than
instruction.
References
Board of Studies. (2007). PDHPE K-6 Syllabus. Retrieved from

http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe

DET NSW. (2000). Get Skilled: Get Active. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/gsga/wholebooklet.pdf

Light, R. (2013). Game sense for physical education and sport coaching. New York: Routledge.

Pill, S. (2014). Play with Purpose. (pp. 7-12). South Australia: The Australian Council for Health, Physical

Education and Recreation