Why we should teach Game Sense in the Primary PDHPE Classroom

1. Elise atkinson: 17880969

2. • Game sense is an approach to teaching that uses games as the focus of the
session (Towns, 2002)
• It focuses on implementing the game straight away and developing skills
throughout execution rather than practicing technique or listening to
instructions (Pill, 2016)
• The games chosen are focused on specific skill development and execution of
Fundamental Movement Skills
• Rules, equipment and playing areas of the game are modified for the ability
levels and development of the students playing (O’Leary, 2016).

3. The four different categories of games are defined by their structure, rules and use of fundamental movement skills
Invasion Games Net/Wall Games Striking Games Target Games
Aim: To invade the
opponents area
while protecting
personal area
To get object into
opponents areas
without them
being able to
return it
To hit object
away from area in
order to run and
score points
To make contact
with a target
using an object
Examples: Soccer
Football
Basketball
Badminton
Volleyball
Tennis
Baseball
Cricket
Softball
Darts
Archery
Bowling
Possible FMS
Skills needed:
Run
Catch
Kick
Over arm throw
Side Gallop
Run
Over ArmThrow
Catch
Side Gallop
Hop
Run
Over ArmThrow
Catch
Two-handed
Strike
Over arm throw

4. 1. Students must understand the type of game they are playing
2. Students are introduced to the problems to be solved within
the game
3. Students should gain understanding of the main rules that
shape the game and what they can and can not do.
4. Students recognize particular movements they need to
perform
5. Children are introduced to tactics through execution by
examining movement principles, based on simple ideas of
space and time.
6. Students alter their movement skills to enhance their
involvement in the game
7. Students practice and emphasise skill execution and
performance throughout their participation in the game
(Towns, 2002)
(Bunker, &Thorpe, 1982)

5. • Game sense highlights the required skills and objectives of a game to
increase motivation, appreciation and participation of the activity
• Students execute skills in realistic game context using sport specific
strategies and rules.This enhances decision making skills and develops
tactical awareness and skill application.
• Game sense uses a student-centred approach to skill development, putting
our students in charge of their own learning.This allows students to
experiment with skill execution and advise the teacher for further assistance
(Light, 2006).
• Game Sense approaches are more enjoyable and engage for students than
traditional skill development approaches.They provide authentic skill
development by considering every aspect of the sporting context (Light,
2013)

6. • It provides an instant feedback for skill execution through the success of the game
process in an engaging way without the stress of skill assessment.
• It also fosters interpersonal relationships between students by practicing the skill
through team participation instead of individual practice (Pill, 2016).
• Participation in Game Sense activities leads to further development in fundamental
movement skills to enhance physical development.
• The game sense teaching approach provides opportunity for students to develop
skills and competence in a variety of games, activities and sports, directly
connected to the Games and Sport Strand of the PDHPE Syllabus in each stage of
learning.
Most importantly playing games and being a part of a team is FUN and EXCITING
for our kids!

7. Moving – Students respond to the movement
demands of each game and develop mastery skills
in fundamental movement skills through
participation
Problem-solving – Students observe
problems in skill acquisition and examine
methods to find a solution through
questioning, alternate techniques and
reflection of skills.
(Board of Studies, 2007, p. 11)
Communicating –express needs,
ideas and opinions effectively
through discussion, and learn to
listen attentively to game rules
Interaction - Students interact by
participating in team situations and
working cooperatively as a team member
during games
Decision-Making– Students use tactical skills
and spacial awareness to make decisions on
the most beneficial action or movement to use
within a game.

8. • Board of Studies, NSW (2007). Personal Development, Health and Physical Education K-6:
Syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-
fa2a-471b-bf3c-d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=
• Bunker, D., andThorpe, R., (1982)A model for the teaching of games in secondary schools.
Bulletin of Physical Education, 18(1), 58.
• Light, R. (2006).Game sense: Innovation or just good coaching? Journal of Physical Education
New Zealand, 39(1), pp. 8-19
• Light, R. (2013). Game Sense for physical education and sport coaching. In Game sense:
Pedagogy for performance, participation and enjoyment (pp. 37-47) London, UK: Routledge
• O’leary, N. (2016). Learning informally to use the ’full version’ of teaching games for
understanding. European Physical Education Review, 22(1), pp. 3-22
• Pill, S. (2016).An appreciative inquiry exploring game sense teaching in physical education.
Sport, Education and Society, 21(2), pp. 279-297
• Towns, J. (2002).About Game Sense. University ofWollongong: Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2582143-dt-content-rid-
21956686_1/courses/102072_2017_1h/Games%20Sense%20Supplemental%20Reading.pdf
Supporting theories and more information on game sense