15179786

Leeann Greaves
Game Sense approach to Primary PE
• Player-centred
• Fun
• Inclusion
• Thinking
• Playing
• Communicating
• Challenge
(Game Sense Approach, 2018)
What is a Game Sense approach?
• This approach builds an
understanding of a game / sport first,
rather than focusing on techniques (
Pill,S. 2012).
• Focus is around designing a game or
sequence of games to achieve a
particular outcome (Light, R. 2012).
How does this benefit your child?
• Physical education is not just about
• Game Sense is student-centered and
fitness and skills, its focus is on
scaffolded. It starts off as simple and
purposeful learning (NSW DoE, 2017).
becomes more complex and adjusted
Game sense helps provide this.
as learning progresses (Light, R. 2012)
• Students are encouraged and have the
• Just like other subjects taught at
opportunity for exploration, practice
school this approach allows students
and application. Game sense allows
to develop tactical and strategic
them to question and build confidence
thinking and specific motor skills in an
and independence while being
environment that is inclusive for
encouraged and guided. (NSW DoE,
everyone (Pill, S. 2012).
2017).
 Fundamental movement
Fundamental movement skills are often referred to in three groups. These being locomotor,
non-locomotor and manipulative skills. These skills are seen as the building blocks for
movement and are needed by children to be able to participate successfully in all types of
games, physical activity and sports (NSW DET,2000) .
• Locomotor skills include run, jump, hop, skip, gallop, leap and doge
• Non-locomotor skills include static balance, bend, sway, twist and turn
• Manipulative skills include catch, throw and kick.

• Employing a game sense approach to the instruction and learning of these important skills
promotes positive attitudes and risk taking in students as well improving their self-esteem
and socialisation skills (Haynes, Austin, Miller, 2004), which are vital for students in these
early years of learning. Game sense is being implemented in our classroom to allow and
ensure all students are able to maintain a high level of motivation, whilst having fun. It is
also needs based, so students are not isolated from the learning because they lack
precision or understanding of one skill or area.

• Teaching skills in isolation can be limiting and boring, when instead combined with a
game sense approach, these skills add to others and are more meaningful to students and
their overall understanding of games, rules and concepts.
 Rationale
Game sense makes perfect sense as an approach to teaching PE and sport for students,
especially for primary aged students who are still learning and developing their skills for
fundamental movement as well as exploring and discovering activities they enjoy and
do well. One of the most important features of game sense is the ‘change it’ approach
that it is founded upon (Sport Aus., n.d). This approach allows the activities to be
modified easily to suit students needs, skill development and to ensure inclusion for
everyone. As fundamental movements do not naturally develop, students need
opportunities and various approaches to learning these in a student-centered, fun and
engaging environment (Board of Studies NSW, 2014), and game sense offer these
opportunities which are only limited by one’s imagination.

The NSW PDHPE syllabus (2014) focuses on six main skills; moving, problem-solving,
communicating, interacting, decision-making and values and attitudes. Finding a
successful balance for ensuring all students have access to a framework that suits their
individual needs can be a difficult task, especially when teaching these in isolation, they
can be limiting and boring. When the approach of combining skills so they add to others
become more meaningful to students and their overall understanding of the whole game
(Haynes, Austin and Miller, 2004) all students feel more confident and accomplished.
The game sense approach allows students to improve their fundamental movement skills
while accessing all six areas of the syllabus skills section. Physical education and exercise
are associated with cognitive function maintenance in adults and it is suspected for youths
as well ((Trudeau and Shepard, 2008). Improved behaviour, self-esteem, self image,
school satisfaction and school connectedness are all positives that are generated from
participation and interactions with others. Social inclusion is a main outcome of game
sense activities, where focus is on students being involved and working together rather
than their individual abilities and skill mastery (Bailey, 2005).
 References
Bailey,R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review.
57(1). 71-90.

Board of Studies NSW. (2014). Personal Development, Health and Physical Education K-6. Retrieved
fromhttps://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-bf3c-
d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=

Clip art royalty free download target bullseye [Image]. (n.d). Retrieved from
https://techflourish.com/categories/clipart-target-bullseye.html

Gross motor skills and the development of play in children (2016) [Image]. Retrieved from
https://www.yourtherapysource.com/blog1/2016/03/16/gross-motor-skills-and-the-development-of-play-in-children/

Haynes, J., Austin, B., Miller,J. (2004). Using game sense approach for improving fundamental motor skills. Retrieved
from https://www.aare.edu.au/publications-database.php/4247/Using-a-game-sense-approach-for-improving-fundamental-
motor-skills

Kelly, L. (2011). ‘Social Inclusion’ through sport-based interventions? Critical Social Policy. 31(1). 126-150.

Kids playing picture – clip art [Image]. (2016). Retrieved from http://www.cadbayuc.org/kids-playing-pictures-children-
playing-clipart/

Light, R. (2012). Game Sense: Pedagogy for performance, participation and enjoyment. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=981715#
 References
NSW Department of Education (2017). Learning Environment. Business Profile. Retrieved from
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/pdhpe/physical-education/learning-
environment

NSW Department of Education (2017). Physical Education. Business Profile. Retrieved from
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/pdhpe/physical-education

NSW DET, (2000). Healthy Kids. Retrieved from

https://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf

PE Poster: Fundamental movement skills for physical literacy (n.d) [Image]. Retrieved from
https://www.teacherspayteachers.com/Product/PE-Poster-Fundamental-Movement-Skills-for-Physical-
Literacy-2933973

Pill, S. (2012). Teaching game sense in soccer. Journal of physical education, recreation and dance, 83 (3). 42-52.
Retrieved from https://doi-org.ezproxy.uws.edu.au/10.1080/07303084.2012.10598746

Sport Aus. (n.d). Game Sense Approach. Retrieved October 4, 2018, from
https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-approach

Trudeau, F., and Shepard, R. (2008). Physical education, school physical activity, school sports and academic
performance. International Journal of Behavioural Nutrition and Physical Activity, 5(1), 10-10.