This document discusses game sense, an approach used in physical education. Game sense focuses on teaching enjoyable, modifiable games that stimulate higher-order thinking and problem solving. Students develop skills like decision making within an interactive environment. They also learn to appreciate both tactics and techniques of games through communication. Game sense moves away from teaching isolated skills and instead focuses on contextually modified games appropriate for students' abilities. It allows students to develop lifelong skills in an enjoyable way while also guiding them through social skills like conflict resolution.

1. PDHPE
&
Game Sense
Personal Development, Health and Physical Education
By Dion Murphy -Alamshah
17598138

2.  Game sense is an approach within the subject of
PDHPE and delves into teaching games that are not
only enjoyable; modifiable but also stimulate thought
processes and higher order thinking.
 Games that enhance student’s problem solving
abilities, decision making capability as well as
improving physical performance and agility within an
interactive environment (Mandigo, Butler & Hopper,
2007).
 Students develop an appreciation through
communication about both tactics and techniques of a
game (Light, 2006).

3.  Invasion (Soccer, hockey, footy)
 Target (Golf, bowling)
 Net (Netball, volleyball)
 Striking (Softball/t-ball, cricket)
(Light, 2006)

4.  Students develop lifelong skills in an enjoyable
way
 Game Sense as an approach, moves away from
traditional ideologies and strategies that teach
skills in isolation without real-world applicability
 Students learn about technique and skills through
contextually modified games that are age and
ability appropriate
 Flexibility is assured in that teachers can modify
games to cater to different abilities as well as
interests

5.  I believe that through exploration and
participation, Game Sense as an ideological
approach within PDHPE has the capability to
guide students through the varying processes of
conflict resolution and problem solving that
inevitably arise within an interactive group
context. Students too, gain socialisation skills
through peer interaction; become adaptive and
experience how an amenable manner aids the
formation of positive relationships. As a result,
students learn to express, appreciate and value
themselves and others and find enjoyment
partaking in activities that are relevant to their
interests, ability and stage of development.

6.  Light, R.(2006). Game Sense: Innovation or just good coaching?
Journal of Physical Education New Zealand, 39 (1), 8-19.
 Mandigo,J., Butler., & Hopper, T. (2007) What is teaching game for
understanding? A Canadian Perspective. Physical & Health
Education Journal, 73 (2), 14-20.