Game Sense Intro

Year Level

Year 4 (Australian Curriculum v9)

Duration

50 minutes

Class Size

28 students

Unit

Game Sense in Action (Lesson 1 of 2)

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WALT (We Are Learning To)

• Understand the concept of Game Sense and its importance in physical education
• Develop teamwork and communication skills through warm-up activities
• Learn and apply basic movement strategies in modified games
• Reflect on how movement strategies support decision-making in games

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Success Criteria

• I can explain what Game Sense means and why it is important
• I can work cooperatively with my classmates using clear communication
• I can demonstrate basic movement strategies during modified games
• I can describe how I made decisions during the games based on others’ actions
• I can reflect on how these strategies could be used in different games

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Australian Curriculum Links – Health and Physical Education

ACPMP046: Participate in team and/or individual games that involve communicating and working together to achieve a common goal
ACPMP050: Use simple tactics and movement concepts when playing games
ACPMP051: Describe ways to work cooperatively and apply fair play when participating in physical activities

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Lesson Outline

Time Allocation	Activity	Description & Teacher Role	Differentiation / Extension
0-5 mins	Introduction and Context Setting	- Briefly explain the purpose of Game Sense in PE: understanding game strategies and teamwork. - Use explicit instruction to clarify what Game Sense means: thinking about the game, teammates, and opponents to make good decisions.	Support visual learners with diagrams or simple flow charts explaining decision-making in games. Advanced learners brainstorm examples of games using Game Sense.
5-15 mins	Warm-up: Teamwork & Communication Games	- Organise small groups to play “Pass the Ball with a Secret Message”: students pass a ball using only eye contact or gestures before passing verbally. - Emphasise communication and cooperation.	For diverse learners, use visual prompts/signals for passing. Advanced learners can act as team captains, monitoring and encouraging teamwork.
15-40 mins	Modified Games to Learn Movement Strategies	- Set up a modified game such as “Keep Away” or “Mini Invasion Game” focusing on: - Movement (running, dodging, changing direction) - Reading where teammates and opponents are - Decision-making on where to pass or move - Provide explicit teaching of basic movement strategies before starting. - Pause game at intervals to discuss strategy and reinforce learning.	Modify rules or playing area size for varying abilities. Provide extra support for motor skill development. Advanced learners can help identify strategies and propose alternative tactics.
40-45 mins	Reflection Circle	- In a sit-down reflection circle, prompt students to share: - What strategies they used - How theycommunicated with teammates - How they made decisions based on others' actions - Teacher models reflective thinking by sharing own observations.	For diverse learners, provide sentence starters or visual reflection prompts. Advanced learners can lead reflection discussion or suggest applications to other sports/games.
45-50 mins	Closure and Preview of Next Lesson	- Summarise the importance of teamwork, communication and thinking during games. - Preview next lesson: applying Game Sense to more complex game scenarios. - Students set a personal goal related to Game Sense to try next lesson.	Allow advanced learners to write or record their goal and reasoning, supporting goal-setting and metacognitive skills.

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Teaching and Learning Strategies

• Explicit Instruction and GRR (Gradual Release of Responsibility):
  Begin with clear teacher-led explanation and demonstration of Game Sense concepts and movement strategies, followed by guided group practice, then independent application in games.

• Active Learning Through Play:
  Engage students physically and socially through modified games that emphasise decision-making and cooperation rather than competition alone.

• Reflection & Metacognition:
  Build reflection time to encourage thinking about the process of learning game strategies, to deepen understanding.

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Differentiation Strategies

• Use visual aids such as diagrams or cue cards illustrating movement and communication strategies for students needing additional support.
• Vary the complexity of game rules and field size for students with different motor skills and confidence.
• Provide sentence starters and visual supports during reflection for students with language or literacy challenges.
• Engage advanced learners in leadership roles (team captains, strategy advisors) and deeper strategic thinking.

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Extension Activities for Advanced Learners

• Challenge students to design their own modified game incorporating a new movement strategy or team communication rule.
• Encourage analysis of games they know (footy, netball, soccer) and identify examples of Game Sense in professional play.
• Lead peer coaching sessions where advanced learners assist classmates in observing and giving feedback on teamwork and decision-making.

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Equipment Needed

• Soft balls or beanbags (for passing and modified games)
• Cones or markers for defining playing areas
• Visual aids for reflection (printed sentence starters or strategy prompts)

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This lesson sharply aligns with the Australian Curriculum v9 for Health and Physical Education, focusing on the development of tactical awareness and cooperation in games via ACPMP046, ACPMP050, and ACPMP051. It uses explicit teaching and GRR to support all learners, encouraging reflection and metacognition to deepen game understanding. This scaffolding prepares Year 4 students to apply Game Sense skills effectively in a wide range of physical activities and sports.

If you need, I can also help with the next lesson plan in the unit!