Decision-Making: The Key to Success in Games

Margaret Ellis, University of Alberta

Summary by Lisa Appel

Issue / Focus:

This article focuses on the “role of the adult or teacher providing an appropriate environment for decision-making so that all children can develop to their highest potential as games players.” (Ellis) The purpose of the article is to provide alternative teaching methods that enable children to develop their understanding of game play and increase their tactical awareness. Ellis believes that an indirect teaching style assists children in acquiring the knowledge they need in order to “take responsibility for the consequences of their own decision-making and to cope realistically with their abilities.”

Reasoning:

Under the heading titled “The Interactor,” the article explains that the teacher’s role may vary from one of observer or guide to one of challenger or director, depending on the game and level of play. The teacher’s main objective should be “to provide games that provide each child with an opportunity to meet the challenges that will lead to continued growth in skill, knowledge, and confidence.” In Ellis’ view, primary concepts that are formed through simple game structures in youth will aid in problem solving and advanced motor skill development. She also explains that children who have been exposed to “free play” or an indirect teaching style master fundamental tasks at an increased rate; therefore, students should be encouraged to play “their games” in “their way.”

Assumptions:

The article focuses on children, more specifically, younger children. The author fails to mention that although decision making abilities are best developed at a younger age, it is never too late to re-create or enhance these skills. She assumes that the reader will be working with younger children and not young adults as many of her examples are geared towards teachers with elementary-aged students.

Conclusion:

After reading this article I am more aware of the effects of different teaching styles and the positive outcomes of an indirect style as opposed to one that is more direct. I understand the importance of allowing children to play their own games with their own rules; these games will help them expand their critical thinking and decision-making abilities. It is also beneficial to have students provide input into the games and through cooperation with their classmates develop games together.  As Ellis states in her conclusion, “While presenting ready-made games may fulfill certain objectives that teachers have for their games program, allowing decision-making within the games program is critical if the games are to fulfill the needs of every child.”

Significant Information:

I found it interesting how this article outlines four ways in which game structure can be arranged; (“…each of [these ways] can be used separately or in combination.”)

1.)    Teacher selects all rules with no choice on the part of the child.

2.)    Teacher selects rules from which the children make choices.

3.)    Teacher selects aspects of the game for which the children are required to develop rules and

4.)    Children select the rules themselves.

Another important point Ellis makes is that “games take a considerable amount of time to develop; therefore, adequate time must be provided for the children not only to develop the games, but to practice and play them many times.”

Personal Comments:

I found this article interesting as it directly relates to our 452 class since Dr. Hopper himself employed many of Ellis’ suggested teaching techniques / strategies, some of which include:

-focusing on accomplishing the goal on each attempt (providing a game (modified rugby) that enabled us to score repeatedly without undue effort.

-teacher must make it clear which rules are to be kept and which rules can be changed to suit the situation (utilizing handicaps in our ball games to make the game fair.)

-“teacher should spend time with the individual games observing, guiding, suggesting, praising, and asking questions.”

-“number of players should be kept small in the beginning stages of game development” (progression from 2-10 people in rugby game.)