The document discusses the game sense approach to teaching physical education. It is based on the Teaching Games for Understanding model outlined in the PDHPE syllabus. The game sense approach allows students to be active, participate, learn, and have fun simultaneously. It focuses lessons on playing games to help students develop skills and understand rules rather than isolated drills. Some advantages are that it integrates teaching across different game categories within one activity, and helps students improve their tactical decision making.

1. Have Fun and Learn More in PDHPE
Using the Game Sense Approach
 What is the game
sense approach all
about?
 The strengths and
reasons for using this
approach.

2. What is Game Sense?
 The game sense model that is known as The Teaching
Games for Understanding (TGFU) according to the
PDHPE syllabus (2007) is the fundamental way of
teaching.
 This approach embraces the four main concepts in PDHPE.
 It is a fundamental way of teaching due to the fact that it
allows students to be more active as they would want to
participate and learn while they are enjoying it all at the
same time.

3. Continue . . .
 The game sense approach is chosen over other
approaches as it is capable of meeting the syllabus
content and allowing the students to fully understand
the concepts (Georgakis & Light, 2005).
 By using this approach students will develop skills, as
the main focus of the lesson will be about the game
that is played during class. By playing the game
students will become aware of the skills and rules
that are played in various games, thus allowing the
students to develop their skills.

4. What does it involve?
 The game sense approach involves four game
categories that are known as:
- invasion games
- target games
- court and net games
- striking and fielding games

5. The Strengths and Advantages of using
this approach
 “One of the many advantages of TGfU is that it
enables teachers to integrate their approach within a
category and across categories”( Pearson & Web,
2008, p. 1).
 This approach allows us to be able to teach students
more than one game category within one game played
during class and this allows us to be both effective
and efficient.

6. Continue . . .
 Another advantage that is accomplished by
using this approach is the fact that students
will be able to be more alert in terms of tactic
and decision making ( Pearson & Web, 2008.
p. 3).

7. References
Georgakis, S., & Light, R. (2005). Can ‘Game Sense’ make a difference? Australian pre-service
primary school teachers’ responses to ‘Game Sense’ pedagogy in two teacher education
programs. Retrieved from http://www.aare.edu.au/data/publications/2005/geo05240.pdf
Pearson, J. P., & Web, I. P. (2008). An Integrated Approach to Teaching Games for
Understanding (TGfU). Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1053&context=edupapers
Personal Development, Health and Physical Education K-6 Syllabus. (2007). (pp.1-60) Board of
studies: Sydney, Australia.