W HAT Y OU

NEED TO
KNOW
F O R P A R E N T S

MISS TRAN’S HPE CLASS

WHAT IS IT?
 Game sense is an approach to modify sports to give
students an opportunity to develop their own skills and
understanding through actively playing the game.
 It focuses on the Teaching Games for Understanding
(TGfU) model to provide a student-centred approach
that is inclusive of all students (Bunker & Thorpe, 1982).

 This approach shift values from a skill-based and coach-centred approach to a player-centred
and skill-appreciated game.
 Teachers can assess student performance by giving feedback to help the learner develop their
skill (Dyson, Griffin & Hastie, 2004).
4 TYPES OF GAME SENSE STRATEGIES:
The four types of game sense strategies are used in movement skills in the PDHPE syllabus (NESA,
2018).

TARGET STRIKING/FIELDING NET/WALL INVASION

Bowling Cricket Tennis Basketball

Golf Baseball Volleyball Soccer
Archery Softball Squash Football

(Pill, 2016)
RATIONALE:
Students are encouraged to work cooperatively and overcome challenges through a social

learning experience (Light, 2014).

Students gain confidence and positive self-esteem for their achievements

Promotes game appreciation, tactical awareness, quick decision-making and an opportunity to

execute skill in a game situation.

Develop an understanding through mistakes and raising questions during class discussions.
STRENGTHS:
 Links directly to the NSW PDHPE Syllabus content strands: Movement Skill and Performance
& Healthy, Safe and Active Lifestyles (NESA, 2018).

 Modified rules

 Promotes tactical and strategic critical thinking

 Develop motor skills

 Inquiry based learning and teacher facilitated learning

 Player-centred not coach-centred

 Practice game sense strategies utilising skills obtained

 Promote inclusion in activities

 Encourage participation levels

WHAT CAN YOU DO?
 Contact State and Federal education ministers to fight for specialist PE teachers in the public-

school system (Curry, 2012).

 Promote a life-long active lifestyle as stated by Ishee (2003) “positive attitudes towards physical

education increased participation both in physical education class and in physical activity

outside of school” (p.6).

 REFERENCES:
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary schools. Bulletin of Physical Education, 10, 9-16.

Curry, C. (2012). Why public primary schools need specialist PE teachers. ACHPER Active & Healthy Magazine, 19(2), 17-19.

Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical
considerations. Quest, 56(2), 226-240. doi:10.1080/00336297.2004.10491823

Game sense [Image] (2014, October 13). Retrieved October 6, 2019, from https://www.slideshare.net/Cazna/game-sense-40205666

Ishee, J. H. (2003). Children’s enjoyment of physical education. Journal of Physical Education, Recreation & Dance, 74(9), 6.

Net/wall [Image] (2014). Retrieved October 6, 2019, from https://www.playsport.net/skill/netwall

NSW Education Standards Authority. (2018). NSW Syllabus for the Australian Curriculum: Personal Development, Health and Physical
Education K-10 Syllabus (Rev. ed.). Sydney, Australia: Author. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, 21(2), 279-
297. doi:10.1080/13573322.2014.912624

Striking/fielding [Image] (2014). Retrieved October 6, 2019, from https://www.playsport.net/skill/strikingfielding

Target games [Image] (2014). Retrieved October 6, 2019, from https://www.playsport.net/skill/target-games

Territory [Image] (2014). Retrieved October 6, 2019, from https://www.playsport.net/skill/territory