The document discusses using a Game Sense approach to teaching physical education (PE) in Term 4. Game Sense was developed in Australia in the 1990s as a way to use games for learning to develop smart, skilled players through problem solving rather than traditional technique-based instruction. By introducing basic soccer rules and letting students play and modify rules themselves, it allows all skill levels to learn at their own pace while developing strategies and decision-making skills. This approach aligns with the Early Stage 1 physical education syllabus in developing values like self-perception, recognizing challenges in performance, and participating in different physical activities and sports through cooperation.

1. Why am I using a Game
Sense approach to
teaching PE in Term 4?
What is Game Sense, what are it's strengths as a
teaching approach to PE and how does it link to the
Kindergarten syllabus content?

2. In Australia in the mid 1990s a man called Rob Thorpe developed
the Game Sense approach to coaching/teaching PE.
The theory behind his approach was to use games for learning
(Light, 2006) to develop smart and not just skilled players of the
game. As a result, the games would include all levels of players and
prevent individual students from dominating the PE class (as some
students traditionally tend to do in PE).
"The Game Sense approach emphasises the development of skill,
understanding and decision making ability as occurring at the same
time" (Light, 2006).

3. I have decided not to take the traditional teacher centred, authoritarian
and technique based approach (Light, 2006) to PE because I believe
that it is important to create a learning environment that "guides players
through problem solving by asking them questions" as oppose to telling
them what to do (Light, 2006).
I will use a Game Sense approach to learning when I teach KDH how to
play soccer. By introducing the players to some basic rules e.g. aim,
parameters and safe play, and then getting them to play soccer with
such limited knowledge of the game, students can focus on the game
rather than technique. This approach also caters to all students skill
level as you can add and subtract as many rules as you like according to
the speed at which you would like the game to develop.

4. The positives of using a Game Sense approach to my PE classes are:
• Students can develop their own strategies, techniques and tactics
according to their skill level and the demands of the sport (Light, 2006)
• Allows for games to be modified by all players which assists in
creating an inclusive learning environment
• Encourages players to question and reflect on the games rules
throughout the game (as oppose to before the game begins)
• Helps students 'learn how to learn' instead of just giving them the
answers (Truong, 2014)
• Allows learners to learn at their own pace

5. By following a Game Sense approach to teaching my PE lessons I am
engaging with the Early Stage 1 Syllabus Content in the following ways:
Values
V1: Expresses a realistic perception of their personal capabilities
V5: Recognises the challenging and satisfying nature of performance
Active Lifestyle
ALES1.6: Takes part in different types of physical activity e.g. soccer, basketball, Oz Tag
MOES1.4: Walks, runs, slides at different tempos/speeds
Games and Sports
GSES1.8: Participates in games where cooperation is important for success
Interpersonal Relationships
COES1.1: Responds to simple instructions and rules: makes simple requests
DMES1.2: Generates a number of possible solutions to a problem
IRES1.11: Demonstrates active listening skills, questioning and recalling of information when
interacting with others

6. Reference List
Light, R. (2006). Game Sense: Innovation or just good
coaching? Journal of Physical Education New Zealand.
Light, R. (2006). Introduction: The games approach to
coaching. Journal of Physical Education New Zealand .
Truong, D. S. (2014).