GAME SENSE EDUCATION

What is it
&
Why do we use it?
 WHAT THE NSW SYLLABUS ASKS OF YOUR
CHILD
The NSW Education Standards Authority (NESA, formerly known as BOSTES)
intends for your child to meet the below standards upon graduation of Stage
Two (Years 3 and 4) within the disciplines of PDHPE.
1. GSS2.8 Participates and uses equipment in a variety of games and modified sports.
2. COS2.1 Uses a variety of ways to communicate with and within groups.
3. DMS2.2 Makes decisions as an individual and as a group member.
4. INS2.3 Makes positive contributions in group activities.
5. PSS2.5 Uses a range of problem-solving strategies.
6. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of
familiar and new situations
(NESA, 2017)

All of these outcomes will be met through the implementation and execution of
a Game Sense approach to PDHPE.
 WHAT IS GAME SENSE?
Game Sense is, simply put, the modification of physical activities to allow and promote equal
participation from all individuals within a set activity (Pill, 2014).
This can be done so through the modification of rules, equipment, space or even just through the
grouping of students so as to foster an environment which is inclusive of all students.
Key Thoughts Regarding Game Sense
Children who engage in both minor and majorly modified games are proven to progressively
develop both their tactical knowledge and the skills of the game, as opposed to one or the other
which was traditionally the case in previous iterations of PDHPE.
Implementing simple modifications accommodates for varyingly abled students and therefore
maximises inclusion and challenge which increases both engagement and technical development.
Through simple, specific modifications a coach can target specific elements of a game to develop.
For instance, setting a minimum number of touches before scoring will make students think of
differing tactics maximising use of space provided to ensure the minimum touches is reached.
(SportingSchool.gov.au, 2017)
 GAME SENSE CONTINUED
In essence, Game Sense focuses on developing students tactical awareness,
decision making abilities by utilising a Constructivist approach to lesson
implementation.
This is because Game Sense has students learn through the actions they
perform as opposed to instructions and corrections provided which is the
dichotomy of a constructivist learning approach (Griffin and Patton, 2005).
Indicators of a Game Sense Approach
Letting students play and try to learn before intervening to coach.
Coaching individuals or, at the most, smalls groups who need specific
guidance at a time while the activity is in progress.
Nobody likes a fly buzzing around them, observe first and instruct/coach
second.
 WHY GAME SENSE WILL BE IMPLEMENTED
IN 6W
In 6W, Game Sense will be the best approach for all parties
involved to ensure all students are able to actively participate in
all PDHPE activities.
Because students will be devising and enforcing their own rules
in most instances, students will also be developing their
communication/teamwork/problem solving skills whilst
appreciating others opinions and skills within the game.
 REFERENCES
Griffin, L and Patton, K. (2005). Two decades of teaching games for
understanding: looking at the past, present and future In: Griffin, L and
Butler, J (eds) Teaching games for understanding: theory, research and
practice. Champaign, Illinois: Human Kinetics, pp. 1-17
NSW Education Standards Authority. (2017). NSW syllabuses for the Australian
curriculum: personal development, health and physical education k-10.
Sydney, Australia.
Pill, S. (2014). An appreciative inquiry exploring game sense teaching in
physical education. Education and Sport Society. Routledge, pp. 1-19
Sportingschool.gov.au https://sportingschools.gov.au/resources-and-
pd/schools/playing-for-life-resources/game-sense-approach