GAME SENSE

Game sense is a valuable tool to ensure

that students are achieving outcomes in every
game (Light. R 2013).This is why students need to
‘play with a purpose’. Game sense is about
breaking down a game into parts.
WHAT IS It still has elements of a sport however it involves
play so that students are able to execute a
GAME SENSE? specific type of movement and think about it
strategically. Once this has been achieved then
the sport may be put together gradually while
making modifications to the game. (phil. S, 2014)
 WHY BREAK IT DOWN?
Breaking down games into parts benefits students because they learn to focus
on highly specific movements. This allows players to think about their movements
and respond to the situation. Players are then able to refine their skill so that they
are able to appreciate tactical complexity. Game sense is designed to allow
players to focus on game understanding within a specific environment. Once the
skill has been mastered the game rules may change to develop the game
further.
Movements

locomotor and non-locomotor skills: object control skills

• rolling • dodging • bouncing
• balancing • Galloping • throwing
• Sliding • skipping • catching
• Jogging • floating and moving the body • Kicking
• running through water to safety • striking
• leaping
• jumping
• hopping (Phil. S, 2014), (ACARA. 2018)
RATIONALE
RATIONAL
Adolescence is a time when physical activity is a
concern, because of the inactivity trend HPE is
important. Teachers need to encourage and
facilitate game sense so that students enjoy sport
and games. Game sense can make a valuable
contribution to students lives. They become
responsible citizens and are able to adapt and fit
into society. Game sense engages all students
regardless of abilities, it is also a reflection of the
real world as it does keep an indirect focus on
winning.

Board of Studies, NSW. (2007)

 STRENGTHS

A very important aspect is that there is enjoyment and motivation above all, so
that students do not have negative experiences during any sport or recreational
activity. This creates a platform for students to make decisions and make
mistakes. This also creates creative players who are able to practice a skill which
enhances performance. Game sense also empowers students to be
independent because they know the skill and when to execute it with
confidence. This is more rewarding for students in the long run, as they are
physically active, happy and understand the value of being social citizens while
developing their moral values. The reason for the game sense approach is to
prepare students for life. Students are able to differentiate between right and
wrong and working within a team. They also gain the knowledge on how they
would deal with success and failure.

Light R, 2013
 HOW IT WORKS
Game sense works because any game is able to be modified to suit all
students.
C- coaching style
H- how scoring occurs or the scoring system
A- area or dimensions of the play area
N- number of players
G- game rules
E- equipment
I- inclusion by modifying activities for learning needs
T- time of the game or time allowed in possession

(Phil. S, 2014)
 SYLLABUS FOR STAGE 2
COS2.1
• Uses a variety of ways to communicate with and within groups.
DMS2.2
• Makes decisions as an individual and as a group member.
INS2.3
• Makes positive contributions in group activities.
MOS2.4
• Displays a focus on quality of movement in applying movement skills
to a variety of familiar and new situations.
PSS2.5
• Uses a range of problem-solving strategies.

CO – Communicating DM- Decision making IN- Interacting MO-Moving PS- Problem solving
Board of Studies, NSW. (2007)
 REFERENCES

• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018).Australian

curriculum: Glossary. Retrieved from: https://www.australiancurriculum.edu.au/f-10-
curriculum/health-and-physicaeducation/Glossary/?term=fundamental+movement+skills

• 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

• Light, R. (2013). Game Sense: pedagogy for performance, participation and enjoyment.
Chapter 4 (pp 37-47).
• Pill, S. (2014). Play with purpose: Developing netball game sense teaching movement
and tactical skills. ACHPER, chapter 1 (pp 1-12).