APPLYING A

GAME SENSE
APPROACH WHEN
TEACHING PE IN
6C
 GAME SENSE RATIONALE

• The purpose of this presentation aims to develop an understanding of

Game Sense (GS) and to demonstrate the effect of GS on students and
teachers when it is applied as a teaching approach in primary PE
classes.
• The GS approach enables student-centred teaching where students are
able to develop their knowledge through experiences.
• This approach engages children to actively participate in modified
games where they have the opportunity to develop both skills and
tactical understanding of the game.
(Australian Sports Commission, n.d.).
 WHAT IS GAME SENSE?

Through GS students learn through developing their own knowledge and

to make meaning through the act of play where students are centred in
their learning experience rather than being teacher oriented. The
framework to the GS approach is compromised of four features which
are:
1. The games are modified.
2. The use of questioning.
3. Allows dialogue to happen between student to student as well as
student to teacher.
4. A sense of building a network or a supportive environment.
(Pill, 2014).
 WHAT IS GAME SENSE?

• The format of GS: Modified game > questioning > replay game > rule
modification (ACHPER, 2010).

• This follows the Bunker & Thorpe (1986) model where the format is:
game > game appreciation > tactical awareness > decision making >
skill execution > performance.

• Games are structured in 4 categories which are invasion,

striking/fielding, net/wall and target games.
WHAT IS GAME SENSE?
CATEGORY GAME EXAMPLES STRATEGY EXAMPLES

INVASION BASKETBALL, NETBALL, SOCCER AND TO INVADE THE OPPONENTS AREA AND
TOUCH FOOTY. TO SCORE A GOAL WHILE THE
DEFENCE IS TO BLOCK AND DEFEND.

STRIKING/FIELDING BASEBALL, SOFTBALL AND CRICKET. THE STRIKERS ARE TO STRIKE THE
BALL AWAY FROM THE FIELDERS. THE
FIELDERS ARE TO OCCUPY THE FIELD
AND TO CATCH THE BALL.

TARGET ARCHERY, DARTS AND BOWLING AIMING FOR A SPECIFIC TARGET USING
AN OBJECT TO SCORE POINTS.

NET/WALL VOLLEYBALL, TABLE TENNIS, SQUASH, TO GET THE OBJECT TO THE

TENNIS AND BADMINGTON OPPONENTS SIDE.
FUNDAMENTAL MOVEMENT SKILLS

• Through the Game Sense approach the students will be

engaged in developing their fundamental movement
skills of object control, locomotor and non-locomotor
skills. (Australian Curriculum, Assessment and Reporting
Authority, n.d.).
• Some fundamental movement skills include balancing,
running, throwing and kicking.
• Fundamental movement skills are developed through
Physical Education.
STRENGTHS OF GAME SENSE AS A TEACHING
APPROACH

• Encourages inclusivity where the games can be differentiated.

• All students are engaged in developing their understanding and

movement skills.

• The games are modified to suit the students level and to develop their
skills.

• Teachers incorporate questioning techniques to engage students to

reflect on the game and their performance.

• Students are involved in playing a part of the team.

 LINKS TO SYLLABUS CONTENT (Board of Studies, 2007).

Strand: Movement Skill and Performance.

Outcomes
• PD3-4 Adapts movement skills in a variety of physical activity contexts.

Students are able to adapt to different movement techniques in modified games. For
example, students can control their speed, force and or accuracy when playing.

• PD3-5 Proposes, applies and assesses solutions to movement challenges.

Students are able to question the modified game and to develop their own version of
the game by proposing and applying different strategies.
 LINKS TO SYLLABUS CONTENT (Board of Studies, 2007).
• PD3-10 Selects and uses interpersonal skills to interact respectfully with others to
promote inclusion and build connections.

Students will be able to interact with their peers by building positive relationships
when communicating through different roles and responding to different situations
together.

• PD3-11 Selects, manipulates and modifies movement skills and concepts to

effectively create and perform movement sequences.

Students will be able to develop their fundamental movement skills through the
modified games. Through rule modifications students are also to select and use
different skills to suit the activity.
REFERENCE LIST

ACHPER. (2010). ACHPER Conference. Retrieved from

https://www.achper.vic.edu.au/sitebuilder/resources/knowledge/asset/files/33/gamesenseinthecurriculumwor
kshopnotesnov2010.pdf
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Glossary: Fundamental Movement Skills.
Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-
education/Glossary/?term=fundamental+movement+skills
Australian Sports Commission. (n.d.). Game Sense Approach. Retrieved from
https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-approach
Board of Studies, NSW. (2007). Personal development, health and physical education K-6 syllabus. Syd- ney:
Author. Retrieved from NESA website: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/ learning-
areas/pdhpe/pdhpe-k-10-2018
Bunker, B., & Thorpe, R. (1986). The curriculum model. Retrieved from http://www.bugeyed.ca/seeds/wp-
content/uploads/2013/06/Bunker-and-Thorpe-The-curriculum-model.pdf
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education, Sport, Education
and Society. Retrieved from https://www-tandfonline-
com.ezproxy.uws.edu.au/doi/abs/10.1080/13573322.2014.912624