MAKING AND SHAPING GAMES
by Margaret Ellis
SUMMARY by Jamie Miller
Issue/Focus
The key problem identified by the author is that she feels
that it is of vital importance that children in schools be given opportunities
to develop games. This article maps out various approaches that a teacher could
take in implementing and carrying out this process.
Reasoning
The author addresses the issue of game making and shaping
by offering a step by step approach. This
is based upon the age and skill level of the participants.
This argument is supported by the difference between these two levels of
participants. Young children have
their limited view of games due to a lack of variety in skills, underdeveloped
technical ability, limited understanding of tactical play, and the inability to
"see" the need for rules that have no apparent meaning.
In contrast, older children are more aware of the aspects that need to be
controlled through their experiences in other structured games.
Assumptions
The author does make certain assumptions regarding children
and the classroom. She assumes that
all of the students would respond well in an atmosphere in which structure is
minimized. Another assumption is
that a single teacher would be able to give the support needed to all of the
groups undertaking this task.
Conclusion
After reading this article, I learned of yet another
approach that could be used in order to teach games to children.
It is important to at least recognize the possibility that children in
schools may be capable of creating and shaping their own physical education
experience. Proper guidance and
leadership on the part of the teacher is paramount to any success that a program
of this nature may have.
Significant Information
- In this process, the teacher will select an objective and
establish this with the class. Rules
will then be selected by the teacher and the children to meet the objectives.
- To cut down "teacher-telling" time, task cards
that contain the necessary information about the game may be used.
- A lot can be learned by the children when the game breaks
down and this should be used as a key teachable moment.
- Questions posed by the teacher that stimulate answers or
challenge are key to the process.
Personal Comments
I think that this article presents many excellent ideas
that are definitely
Content and Method for TGFU
Making and Shaping Games
Second Summary by Mark James Kaercher
Issues/focus:
Ellis believes that if children are actively involved in the game making and shaping process that they will experience greater success and enjoyment, which will inevitably lead to greater participation. In addition she states that through involvement in the games making and shaping process children will develop sound understanding as to the nature of games and improve their tactical awareness and playing ability.
Reasoning:
If children are actively involved in the games making/shaping process they will develop a far greater understanding of the game. The shaping process begins when the children begin to select rules under which they start play. It continues as the game breaks down and ‘problems are encountered’ which require rule changes. Unlike traditional teaching (where rules are arbitrarily placed in to the game with no understanding) the need to restrict tactical or technical behaviors will be recognized by the students through the processes of guiding, discovery and questioning.
Assumptions:
Ellis’s only assumption in this article is that all children would prefer to be actively involved in the games making/shaping process (I think she is right). Ellis recognizes that the amount of student involvement in this process should vary depending on the class abilities and experiences.
Conclusion: If children are given an opportunity to shape the game(s) that they play it will result in a greater understanding of all aspects of the game(s). The rules that children enact will become meaningful and significant instead of complex and confusing. In addition, the learning of skills will be purposeful and relevant as the children confront problems that the skills will overcome (such as maintaining possession, attacking the goal of an opponent etc).
Significant Info:
Ellis feels that the structure of games and the extent of student involvement in the making/shaping process should vary.
1) Young children have a limited view of games and structure should be brief and simple
2) The ability to see a need in rules or restricted play comes with experience (simple structure for young children)
3) Older children want rules laid down at the beginning as they recognize them need to maintain a fair situation 4) Rules should be chosen from three sources
A) Rules provided by teacher
B) Choice of rules provided by teacher from which students chose
C) Conditions are set by the teacher for which the players must develop rules
Other Points:
- The students must see intervention during a game as necessary and not just an arbitrary decision on the teachers’ behalf.
- Children have further success in the understanding of games if they have the opportunity to articulate it to others
- The goal of the teacher is to gradually relinquish control to ‘allow the children to direct their own learning’
Personal Comments:
I think that TGFU is a great way to increase awareness, performance,
understanding and enjoyment. However as prospective teachers I believe that we
have a responsibility to work hard at improving our ability to teach within
this format (so it becomes natural). If we do not become skillful and
comfortable with TGFU it may be very tempting to revert back to the simpler
less productive method of teaching that I am sure many of us were subject to.