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Welcome students, teachers and parents/caretakers to

2Es, where our clowning around kicks in! website. Lets


get moving into the grounds of the clown town and have
fun exploring the importance of PDHPE and Game Sense in
the school environment.
Game Sense Teaching Approach
An introduction to parents/caretakers
What is Game Sense and why it is
used when teaching PDHPE.
When teaching physical education , teachers are to cater for all students no matter what their
ability is, so teachers utilise a variety of approaches to develop a range of game skills (Murray
& Moore, 2012).
A new approach has been implemented in teaching PDHPE in which is named Game Sense. This
new approach is a student centered approach, this approach allows students to develop skills
and understandings whilst being active in the game played. Whilst students are playing the
game, they realise why various skills and rules are important to play any game successfully.
Game sense aims for students to develop a sense of tactical play skill that is implemented in
the game. Game sense is designed as a modified game-questioning-reply game-rule
modification.
This approach encourages game appreciation within students that enhances their performance
also improves their tactical awareness, decision making and skill execution (Mandigo, Butler &
Hopper, 2007).
Different types of
Game Sense
Game sense approaches are categorised into four areas of
different team games:
1. Invasion games such as Soccer, Football, Netball and Basketball
2. Target games such as Bowling and Golf
3. Court and Net games such as Tennis and Volleyball
4. Striking and Fielding games such as Softball, Baseball, and
Cricket
5. (Mandigo, Butler & Hopper, 2007)
Understanding the benefits of Game
Sense approach:
The game sense pedagogy provides an inquiry-based approach which benefits students
development as they build their own skills and understandings whilst being actively involved,
unlike the traditional skill approach which is technique based physical education. As the traditional
skill approach focuses on mastering the game before playing it, as for game sense focuses on the
game (Jones, 2006; Kidman, 2001; Light, 2013; Pill, 2012).

The game sense approach focuses on aiding students development and enhancing their inner
abilities to be able to express themselves through interaction and improving social skills which will
lead to own decision making, leadership and teamwork. Game sense is an enjoyable approach for
all students no matter what the physical capability is, it provides teachers to be flexible as games
can be modified to suit all students abilities and skills.

Research made by Pearson, Webb & Mckeen (2005), state that students learn through games that
are modified and emphasise that learners are more motivated and develop an understanding of
the game it also facilitates learning as an ongoing process of social interaction (Light, 2013).
K-6 PDHPE SYLLABUS
OUTCOMES
Decision Making
DMS2.2: Makes decisions as an individual and as a
group mamber.
Games and Sports
GSS1.8: Performs fundamental movement skills with
equipment in minor games.
GSS3.8: Applies movement skills in games and sports
that require communication, cooperation, decision
making and observations of rules.
(K-6 PDHPE Syllabus, BOS, 2007)
Syllabus Rationale
Game sense approach links well with the k-6 PDHPE syllabus as it
promotes students development in many ways in playing games,
encouraging safe and fair playing and cooperative teamwork.
Encouraging students to play with peers and understand the value
of others encourages leadership collaboratively.
It allows students to emphasises decision making which results in
responsible actions such as communicating and cooperating better
with peers, making decisions and following rules.
Students will develop physical, social, cognitive and emotional
growth. By this students start appreciating themselves as they feel
confident and include, as game sense can be a tool that enables
each student to play the game showing their own skill their own way.
Clown Town Game
Sense
Fun Playing Thinking Communicating Inclusion Challenging
Player-centered
References
Butler, J., Hopper, T., & Mandigo, J. (2007). What is Teaching Games for
Understanding? A Canadian perspective. Physical and Health Education
Journal, 7(2), 14-21.
Jones, R. (2006). The sports coach as educator. New York: Routledge.
Kidman, L. (2001). Developing decision makers: An empowerment
approach to coaching. Christchurch: Innovative Print Communications.
Light, R. (2013). Game sense: Pedagogy for performance, participation
and enjoyment. New York: Routledge.
Murray, S., & Moore, K. (2012). Inclusion through multiple intelligences.
Journal of Student Engagement: Education Matters, 2(1), 42-48.
Pill, S. (2011a). Seizing the moment: Can game sense further inform
sport teaching in Australian physical education. PHENex Journal, 3(1),
1-15.

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