TEACHING GAME
STRUCTURES THROUGH
CHILD-DESIGNED GAMES
Presenters:
Trey Leech
Shelley McCumber
Charlie Hugo
Eric Smith
University of Northern Iowa
WHAT ARE GAME STRUCTURES?
• Includes:
• Boundaries
• Rules & Consequences for Breaking Rules
• Scoring Goals
• Competitive and/or Cooperative Structure
WHY TEACH GAME STRUCTURES?
• Provides more meaning for students when they design their
own game and allows them to solve their own problems with the game
structure.
Rovegno, I. & Bandhauer, D. (2013) Elementary physical education Curriculum and Instruction. Jones & Bartlett Publishing, Burlington, VA.
WHAT MAKES A GOOD GAME,
AND WHEN IS WORKING?
• Balance between offense and defense should be evident
• Time spent playing on offense and defense is roughly equal
• All students understand/agree on game design components
(rules, scoring, etc.)
• The game has flow!
TEACHING CONSIDERATIONS FOR
HELPING STUDENTS DESIGN
GAMES
Rovegno & Bandhauer’s (2013) 3 C’s:
CLARIFICATION
CRITERIA
Provide possible
Provide criteria for
options and/or rules to the game design
consider when
expectations.
students get “stuck”.
CRITIQUE
Monitor students’
decisions and
provide critique of
students’ decisions.
PLAY DISCUSS PLAY CYCLE
IMPORTANCE OF TACTICS IN GAMES
• ALL GAMES, even simple tag games, HAVE TACTICS.
• When GAME STRUCTURES are taught, BASIC TACTICS are
SIMULTANEOUSLY TAUGHT
WHEN SHOULD YOU EMPHASIZE
TACTICS DURING GAME DESIGN?
• First = Work on getting games “good”
• Second = Then teach tactics
1. TAG PROGRESSIONS: DESIGNING
PERFECT BOUNDARIES
1.
Place students into groups of 4-6 students
2.
Play “Too Large of Boundaries” Tag…then discuss problems
a)
3.
Play “Too Small of Boundaries” Tag…then discuss problems
a)
4.
Large boundaries = < Runners (not taggers)
Small boundaries = < Taggers (not runners)
Students create “Perfect Boundaries” for Tag Game
a)
Perfect Boundaries = No Adv. to Runners or Taggers…it’s equal
5.
Refine “Perfect Boundaries Tag Game”
6.
Discuss “Boundary” Tag Tactics, what needs to be improved
7.
Ask for group demo of Tag Game
8.
Culminating Activity: Switch groups up and have new groups create new Tag Game
2. TAG PROGRESSIONS: ESTABLISHING
RULES & CONSEQUENCES
1.
Place students into groups of 4-6 students
2.
Discuss importance of RULES when designing games (like Tag)
3.
Create a game with following considerations:
a)
b)
c)
d)
Boundaries?
# of Taggers vs. Runners?
How will tagging occur (ex. Flags? How many flags?)
How will the tagger and runner “role” rotate/chance?
4.
Play Game
5.
Discuss rules that were created, discuss problems with any rules
6.
Emphasize importance of consequences for breaking rules
a)
7.
Fairness to reduce cheating? Consequence for cheating?
Refine game, & play again…discuss tactics…play again…Culminating Activity =
share tag games among class and play the various tag games created…discuss
3. TAG PROGRESSIONS: SETTING
TEAM/INDIVIDUAL GOALS &
INCORPORATING SCORING
SYSTEMS
• See Lesson Overview on Session Packet (Share
the Wealth Site)
4. TAG PROGRESSIONS: RULES & TACTICS
USING BASES/SAFETY ZONES
1.
Place students into groups of 4-6 students
2.
Discuss how tag games change with safety bases &/or zones
3.
Discuss what problems might occur?
4.
Create a game with following considerations:
a)
Boundaries?
b)
# of Taggers vs. Runners?
c)
How will tagging occur (ex. Flags? How many flags?)
d)
How will the tagger and runner “role” rotate/chance?
e)
How will your group incorporate Safety base/s and/or zone/s
5.
Play Game
6.
Discuss game, Revise Game and play again
7.
Extending Ideas: To discuss tactics, purposely have students try various locations of safety zones/bases.
a)
8.
Example: Design a safety zone where it’s harder on to get on base…Design one where it’s easier
Discuss revisions, Discuss Tactics, Play Again, Culminating Activity: Show-N-Tell of Games
5. TAG PROGRESSIONS: CULMINATING TAG
EXPERIENCE: SPLITZ ATTACK
THANK YOU!!!
Presenters:
Trey Leech
Shelley McCumber
Charlie Hugo
Eric Smith
University of Northern Iowa Physical
Education