PDHPE

GAME SENSE APPROACH

M I S S TA R A G R I M A
 WHAT IS GAME SENSE?
The game sense approach to
teaching physical education gives
students the opportunity to
develop their motor skills
independently in a less intense
and more intriguing environment
(Light, 2013).
This modified form of teaching
physical education emphasizes
the games tactics rather then
placing emphasis on an individual
skill, in turn creating a more
smooth game that instead
provides students with a
combination of skills (Light,
2006).
 PURPOSE OF GAME SENSE
The game sense approach to PDHPE integrates
the physical, social and intellectual techniques
of learning into each individual session. This
is achieved by:
Playing games before drills and skills
Disguising high-activity levels with games that
are fun as well as challenging
Letting students play and interact with one
another before introducing coaching tips
By allowing students to experience PDHPE in
this way, they are able obtain a deeper
understanding of the game as well as process
newly learn skills in their own individual way
thus learning more effectively (Light, 2004).
 Places less pressure on
Tactical students and is more Guided
thinking enjoyable for learning student
discovery

Inquiry
Teacher based
- STRENGT learning
designe HS OF
d GAME
games SENSE
More
intimate
Enhance grouping-
s motor eliminates
skills dominatio
n
Inclusion of
invasion
games (Phil, 2016)
 TEACHING RATIONALE FOR USING GAME SENSE
My rationale for teaching students PDHPE
through the game sense technique is to
provide them with the skills to be able to work
and play cooperatively with each other whilst
at the same time build on their social, physical
and communicative skills. I also believe that
through this approach students will gain a
higher sense of self and confidence within
themselves by becoming more independent as
they begin to learn through their own choices.
SYLLABUS LINKS
The links to the PDHPE syllabus rationale that the game sense
approach shares is its outcome of providing students with
intellectual, physical, social, emotional and spiritual development
(BOS, NSW, 2012, p.6). The NSW syllabus also states that for the
successful outcome of students in PDHPE they must learn the
essential movement skills and physical activities levels that will
enhance personal growth. This outcome is one of the most evident
achievements of this approach as mentioned in previous slides this
approach strives for boosting students self-esteem and self-
confidence (BOS, NSW, 2012, p.6).
REFERENCES
Light, R. (2004). Coaches experiences of Gamesense: opportunities and
challenges. Physical Education and sport pedagogy, 9(2), 115-131. DOI:
10.1080/17408980420002949
Light, R. (2006). Game sense: Innovation for just good coaching?. New
Zealand Physical Educator, 39(1), 8.
Light, R. (2013). Game sense pedagogy for performance, participation and
enjoyment (Routledge studies in physical education and youth sport.).
Milton Park, Abingdon, Oxon New York: Routledge.
PDHPE K-10 Syllabus, (2012). NSW Syllabus for the Australian Curriculum/
Board of Studies, New South Wales
Phil, S. (2016). An appreciative inquiry exploring game sense teaching in
physical education. Sport, education and society, 21(2), 279-297.
Retrieved from
http://www.tandfonline.com.ezproxy.uws.edu.au/doi/full/10.1080/135733
22.2014.912624