Role of Games in Elementary School: Physical, Cognitive, and Social Growth

1. chapter7 Games in the Elementary School

2. Role of Games in Our Culture • Games have always been an important part of our culture. • Game play can contribute to physical, cognitive, and social growth. • Appropriate game experiences provide children an opportunity to test their skills and have fun. • Inappropriate game experiences have the potential to contribute to a child’s development in a negative way. (continued)

3. Role of Games in Our Culture (continued) • Some games are more active than others. • Some children do not play outdoor active games for reasons including these: • Parents or guardians work late, placing children home alone or in day care. • Some neighborhoods are unsafe. • The lure of sedentary electronics overrides the desire to play outdoors. • Children may not be knowledgeable about physically active games to play.

4. Games in Physical Education Class • Games in physical education have a different intent than playground games. • A quality physical education program should give students the game skills they need to lead a physically active lifestyle. • Games are taught through the psychomotor, cognitive, and affective learning domains.

5. Psychomotor Game Skills • Early elementary grades include mastery of locomotor skills and an introduction to manipulative skills. • Upper elementary children should have experiences to develop the mature pattern of the manipulative skills in isolation and in combination with other skills, and should be able to apply them in game play.

6. Cognitive Learning • Understanding of movement concepts • Beginning level of game knowledge • Basic tactics and strategies • Rules

7. Affective Learning • Games have the potential to • promote the development of social skills, • teach the importance of fair play, and • provide children with excitement and personal satisfaction and help them begin to value the benefits of physical activity. • These outcomes do not happen automatically. • The teacher must plan for the development of affective objectives and design a conducive learning environment. (continued)

8. Affective Learning (continued) Teaching games gives children opportunities to • work to achieve an individual goal, • work with teammates to meet a common goal, • be successful as a team, • learn about winning and losing, • learn to accept differences in others, and • develop leadership and cooperation skills.

9. Low Organization Games Games in the physical activity program are referred to as low organization games for these reasons: • They take very little time to organize. • They can often be played in limited space. • They typically require very little equipment.

10. Criteria for Selection of Games for PA • Enjoyment • Maximum participation • Physical and emotional safety • Developmental appropriateness

11. Enjoyment • Children should find success in game play. • Games should not • eliminate players, • be dominated by the highly skilled, • be physically threatening, or • require skills a child does not have. • Children should have FUN playing games.

12. Maximum Participation • Games should • have students active most of the time, • promote moderate or vigorous physical activity, • be organized in a format that promotes participation, and • not include elimination of players. • Games can be modified to maximize participation. (continued)

13. Maximum Participation (continued) • Organizational formats using a large circle (Duck, Duck, Goose) or opposing lines (Steal the Bacon), and games in which half the class opposes the other half or in which students wait in lines (relays), often prevent students from being active for most of the game. • Organizational formats that use a scattered formation (tag games) or small-group formations (three-on-three soccer) encourage more physical activity. (continued)

14. Maximum Participation (continued) • Elimination of players is another culprit that deprives children from play time in games. • Some tag games • Simon Says • Musical Chairs • These games can easily be modified to increase participation.

15. Safe Game Experiences Many factors have to be considered regarding the physical and emotional safety of a game: • The skill and developmental level of the children • An appropriate space for play • Active supervision • Safe behavior of the participants • Safe equipment • Emotional safety

16. Skill and Developmental Level • Children are not miniature adults; adult sport forms are not appropriate for them. • Games appropriate for upper elementary children are not appropriate for the primary-age child. • Experiences outside of the school day influence the development of skill. • Skill, cognition, and social levels vary among age groups but have some commonalities within an age group.

17. Skill CharacteristicsPre-K to Grade 1 • Children at these ages are typically highly energetic. • They tire easily and then recover quickly. • Large muscles are more developed than small muscles. • They are beginning to develop hand–eye coordination. • They are rhythmically inclined. • They have not fully developed all locomotor skills (e.g., leaping) and most combination patterns (e.g., changing directions in a slide step, run and jump).

18. Skill Characteristics Grades 2 and 3 • Eye–hand and eye–foot coordination are progressing. • Locomotor skills are developed. • Manipulative skills may be mature for many. • Reaction time is slow.

19. Skill Characteristics Grades 4 and 5 • Manipulative skills for most have reached the mature stage when performed in simple conditions. • Coordination has improved. • Visual acuity and tracking are as in an adult. • Reaction time has improved. • The range of skill level increases due to varied experiences.

20. Cognitive CharacteristicsPre-K to Grade 1 • Children at these ages have a short attention span. • They are curious learners. • They are creative and imaginative. • They are imitative.

21. Cognitive CharacteristicsGrades 2 and 3 • Attention span has increased dramatically. • The children enjoy challenging themselves. • Perceptions of skills are typically higher than actual skill level. • Logic abilities allow for strategies in simple games.

22. Cognitive CharacteristicsGrades 4 and 5 • Are able to make simple plans for success in a game • Desire the challenge for basic problem solving and game strategy • Want to learn the rules of games • Have some knowledge of sport and want to relate that to their game play • May have problems separating the idea of how adult sports are played from how a teacher structures game play

23. Social CharacteristicsPre-K to Grade 1 • Children at these ages are egocentric. • They seek adult attention. • They do not understand or accept defeat. • They can be rough in their play. • They have an unrealistic perception of their own ability. • They can begin to work with a partner in a limited cooperative manner.

24. Social CharacteristicsGrades 2 and 3 • These children can work independently, with a partner, or in a small group. • They are gradually moving toward peer-centered behavior but show no real evidence of group loyalty. • They are able to understand and follow rules. • They do not lose graciously but are making the transition in that direction.

25. Social CharacteristicsGrades 4 and 5 • At these ages children have little interest in playing with the opposite gender. • Competitive urge increases. • They seek peer group approval. • They accept self-responsibility. • Leadership abilities are evident in some. • They desire to excel in physical activity. • They respect rules yet question them.

26. Selecting Safe Areas and Supervising Play • Games that promote running or potential contact should be played on grass. • Games that involve little chance of contact such as jump rope, Four Square, tetherball, and basketball shooting games are better played on a paved area. • All areas should be checked for safety before play. • Teachers must use active supervision during game play.

27. Safe Equipment and Games • Teachers should select only safe and developmentally appropriate equipment for play. • The intent of the game should be safe. • Avoid games that use children as targets (e.g., dodgeball). • Avoid games that promote hard physical contact (e.g., Red Rover).

28. Emotional Safety • Positive play boosts the self esteem; negative play experiences can damage self-worth. • Do not play games that place children on display (e.g., relays; Duck, Duck, Goose; Steal the Bacon). • Do not allow captains to publicly pick teams. There are many other ways to select teams. • Do not allow children to be cruel or put down others. • School should be a physically and emotionally safe place.

29. Modifying Games to Increase PA • Change the organizational pattern. • Alter rules that stop the flow of the game. • Add equipment. • Increase or decrease the playing space.

30. Organizing Games • Players • Plan a strategy for grouping students. • Plan the number of teams needed for maximum participation. • Group students so that all teams have a chance to win. • Equipment and playing area • Match equipment and playing area to size, skill level, and strength of the students. • Exactly what and how much equipment is needed? • Where will you get the equipment? • How will team members be identified? • How will you get the equipment to the playing area?

31. Knowing and Conducting Games • Know the game description, know the rules, and know how to demonstrate. • Keep the description concise. • Keep the rules to a minimum. • Demonstrate the game in the environment. • Conduct the game for quality play. • Supervise for safety and check for understanding. • Be aware of fatigue level of children. • Do not “overplay” a game. Provide variety.

32. Additional Game Opportunities (included in the CD-ROM) • Indoor games • Safety is a top concern. • It will be necessary to move furniture. • Physical activity may be at a minimum. • Cooperative games: aid in teaching cooperation skills • Games to enhance academics • Aid in the retention process • Provide a different avenue for learning • Example: learning about other countries through their games