This document outlines a teacher's approach to teaching physical education using a "Game Sense" method. It explains that Game Sense focuses on developing skills like tactics, decision-making, and problem solving through playing games. It provides an example of a small rugby game designed to practice passing and catching skills. The teacher chooses this approach because it increases student interaction and motivation by emphasizing participation, problem-solving and enjoyment over isolated drills.

1. My Approach to teaching PE
Using ‘Game Sense’
My approach to teaching your child Physical Education will involve the
approach known as ‘Game sense’. This presentation will explain what
game sense is, how it relates to the fundamental movement skills, why I
will be implementing this approach and my rationale behind this decision.
What is Game Sense?
Game sense uses games as the focus of a session that “places the student
in a game situation where tactics, decision-making, problem solving and
skill is developed at the same time” (Webb, Pearson & Forrest, 2006).

2. What is Game sense?
 A game sense approach focuses on building and developing game and sport skills through
playing games. Sports involve skills such as tactics, decision-making and problem solving, as
well as the specific skills of that game. A game sense approach allows your child the chance to
develop skills in a range of different games, including:
- Invasion Games – including soccer, rugby, basketball
- Net games – including tennis, volleyball
- Target games – including golf, bowling, archery
- Striking games – including cricket, baseball, softball

3. An example of ‘Game sense’ in action
Game sense involves “designing a game or sequence of games to achieve particular outcomes, asking
question to stimulate thinking and reflection, and ensuring that there are opportunities for group
discussion, collaboration and the formulation of ideas/solutions that are tested and evaluated” (Light,
2013).
An example of game sense
Outcome: to practice passing and catching a rugby ball
Method of reaching the outcome: A small 4 attackers verse 2 defenders game. The 4 attackers will
practice passing and running the ball pass the defenders to the ‘end zone’.
This game is designed to increase participation by reducing the players per ‘game’ to focus on
developing the skills of passing and catching. Having 4 attackers means the attackers have a better
chance to get past the defenders and practice their passing and catching.

4. Fundamental Movement Skills
Fundamental movement skills are the building blocks for movement. They are skills which
children need to develop to participate in games and sports. A game sense approach develops
multiple movement skills in each individual game rather than focusing on individual skills.
The fundamental skills are broken into 3 main categories:
1- Locomotor skills – including running, jumping, hopping, leaping and dodging
2- Non-locomotor skills – including static balance, bend, sway, twist and turn, and;
3- Manipulative skills – including catching, throwing and kicking

5. Why I am implementing a ‘Game sense’
approach?
A game sense approach brings benefits that impact the students participation
and subsequently their development in sports skills. Some of these benefits
are:
- Increased interaction - A student centred approach
- Motivation - A problem solving approach
- Enjoyment
(Knijnik, J., Lecture notes, week 2, 2017)

6. Why I am implementing a ‘Game sense’
approach continued…
 A game sense approach increases interaction by getting students involved within the
game, rather than ‘waiting their turn’ during drills. Not only does this help develop their
skills as they are practicing their skills in a game situation, but they are more motivated
to participate, and enjoyment levels are higher as a result of this participation.
 A game sense approach is also student centred in that students develop their skills
through self-learning. A game sense approach also increases problem solving skills as
students learn the skills of the game through a game situation, which requires additional
problem solving skills to succeed in the game.

7. What is my rationale for implementing a
game sense approach?
 The aim and outcomes for Year 5 students involvement in sports and games involves “applying
movement skills in games and sports that require communication, cooperation, decision
making and observation of rules” (Board of Studies NSW, 2007).
 I believe the best way to achieve these aims is through learning through games. This is the case
as students are not only applying movement skills, but they are using communication,
cooperation, decision making and observation skills. Instead of breaking these down into
isolated sessions, developing them through games allows them the best chance to apply all the
necessary skills in action.

8. References
Board of Studies, NSW. (c2007). Personal Development, Health and Physical Education K‐6
Syllabus. Sydney: Board of Studies. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-
6-syllabus
Knijnik, J., (2017). Lecture notes, week 2.
Light, R. (2013). Game Sense: pedagogy for performance, participation and enjoyment. Chapter 5
(pp 48‐58). Routledge.
Webb, P. I., Pearson, P. J., & Forrest, G. (2006). Teaching Games for Understanding (TGfU) in
primary and secondary physical education.