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Playing Fair PDF

Playing Fair PDF

$30.95 CAD


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    Games, in the right environment and with the right guidance from teachers, offer students opportunities to grow as independent problem solvers, decision makers, and team players. In addition, students can learn a host of other skills, strategies, and concepts that can transfer not only to other games but also to other life situations.

    Playing Fair shows teachers how to create the learning environments typical of the Teaching Games for Understanding (TGfU) approach. This text takes the TGfU approach to a new level, incorporating the development of group processes and democratic behaviors that promote personal growth as well as the ability to thrive in group situations.

    Antisocial behavior and bullying are ongoing problems in schools today. The concepts and practical ideas for lessons offered in Playing Fair address those problems proactively as students learn about conflict resolution, inclusion, democratic decision making, leadership, and bullying. The topics in this book come together in developing the cognitive, psychomotor, and affective domains, all primary goals of the physical education curriculum.

    A Peek Inside Playing Fair

    Playing Fair offers teachers these benefits:

    Practical classroom stories showing teachers how they can apply theory and learning situations to their own students and school context

    Activities that include modifications so teachers can apply the games with students of all developmental levels

    Learning checks consisting of questions for teachers to ask their students in order to assess their learning

    Key Concepts, a special element that calls out important concepts for readers

    The first part of the book covers the process of inventing games and the democratic principles involved, how social justice can be taught and learned through games, understanding the TGfU classification system, curriculum design, and pedagogical principles. The remaining 10 chapters show how to implement the concepts presented in the earlier chapters. Readers learn how to invent and play a variety of games: target games, striking games, net/wall games, and invasion games.

    What Your Students Will Gain

    Implementing the principles advocated in this book will help learners in these ways:

    • Better understand and appreciate the constructs of game play through external and internalized schemas

    • Transfer concepts, strategies, tactics, and skills within and among game categories

    • Improve their performance and become more engaged in their own learning

    • Become more self-effective and empowered as they understand and value the processes of decision making

    • Understand how democracy works from the bottom up

    • Grasp that democracy is tenuous, that it breaks down in the absence of active social justice, and that we all have a role and responsibility in constructing and reconstructing it, moment by moment

    Playing Fair will help students gain a better understanding of themselves and others, and it will make them sensitive to issues such as social justice, collaboration, negotiation, inclusiveness, and fairness. Students will learn to make informed decisions in the context of their invented games and to make intentional, reasoned inquiries about game situations, which they can then transfer to other areas of their lives.

    Bringing Systemic Change and Facilitating Personal Growth

    This book will help teachers and coaches teach the principles of game play and those of democracy and citizenship in concrete ways. They will contribute to systemic change in the school culture—a culture in which students learn to create their own games and gamelike situations wherein concepts, skills, and strategies can be learned in context through a process called democracy in action.

    The bottom line is simple. Playing Fair brings out inherent qualities that have been part of games since the beginning of humankind: play, fun, challenge, inventiveness, teamwork, friendship, and quick thinking. Along the way, games offer opportunities for moral and spiritual development—and the games in Playing Fair offer all that and more.

    Chapter 1 Play, Inventing Games, Democracy in Action, and Worldview

    Reintegration of Play in Games

    Process of Inventing Games

    Democracy in Action (DiA)

    Worldview of an Inventing Games Teacher: Ecological Complexity Thinking


    Chapter 2 Teaching and Learning Social Justice Through Inventing Games

    Revisiting the True Meaning of Competition

    Teaching Social Justice and Democracy in Action


    Chapter 3 Scaffolds for Learning: Schema, Transfer, Classifications, and Rules

    TGfU Classification and Inventing Games

    Understanding Game Constructs Through Inventing Rules

    Structuring the Inventing Games Curriculum

    Teaching for Transfer

    Curriculum Organization


    Chapter 4 Developmental Learning and Curriculum Design

    Psychomotor Domain (Moving)

    Cognitive Domain (Thinking)

    Affective Domain (Feeling)



    Chapter 5 Pedagogical Principles

    Joy Butler and Linda L. Griffin

    Teaching as Facilitating

    Tactical Complexity

    Modifications Through Representation, Exaggeration, and Adaptation

    Assessment of Learning Outcomes


    Chapter 6 Inventing Unopposed Target Games

    Stage 1: Setting the Learning Environment and Setting Conditions for Democracy in Action by Developing a Decision-Making Agreement

    Stage 2: Developing Target Game Constructs by Observing a Partner

    Stage 3: Inventing and Playing a New Target Game

    Stage 4: Refining the Invented Game

    Stage 5: Refining the Skills Required in the Invented Game

    Stage 6: Challenging Everyone by Adapting Rules

    Stage 7: Showcasing the Game


    Chapter 7 Innovative Approaches to Opposed Target Games

    James Mandigo

    Lesson 1: Accuracy to Target

    Lesson 2: Avoiding Obstacles

    Lesson 3: Using Obstacles to Get Closer to a Target

    Lesson 4: Preventing Scoring (Offense)

    Lesson 5: Preventing Scoring (Offense)

    Lesson 6: Preventing Scoring (Defense)


    Chapter 8 Inventing Striking Games: Danish Longball

    How to Play DLB: Regulations and Rules

    Guide for Teaching Stages

    Stage 1: Setting the Learning Environment for Democracy in Action and Fair Game Play

    Stage 2: Changeover Rule (Transitions)

    Stage 3: Refining Rules and Establishing the Role of the Referee

    Stage 4: Strategic Offense Concept 1 and Coach and Observer Roles

    Stage 5: Strategic Offense Concept 2

    Stage 6: Strategic Defense Concept 1

    Stage 7: Strategic Defense Concept 2

    Stage 8: Showcasing All Games and Standardizing One Through the Democratic Process

    Stage 9: Playful DLB Competition Tournament


    Chapter 9 Striking Game: Cricket

    Kevin Sandher

    Unit Plan Structure


    Lesson 1: Learning Basic Rules

    Lesson 2: Offense Concept: Hitting to Open Space

    Lesson 3: Defense Concept: Reducing Batter Time Using Throwing

    Lesson 4: Running Between Wickets and Catching to Get Batters Out

    Lesson 5: Combination Skills

    Lesson 6: Defense Concept—Bowling to Limit the Batter’s Time

    Lesson 7: Using the GPAI for Assessment

    Lesson 8: Pairs Cricket Tournament


    Chapter 10 Inventing Net and Wall Games

    Joy Butler and Tim Hopper

    Framework (Strategic Concepts and Tactical Decisions)

    Stages of Invention and Democracy in Action

    Stage 1: Setting the Learning Environment for (A) Democracy in Action and (B) Game Constructs—Defining Net and Wall Games

    Stage 2: Spatial Awareness in Net Games—Castle Game

    Stage 3: Spatial Awareness in Wall Games

    Stage 4: Creating Net and Wall Games Through the Democratic Process

    Stage 5: Challenging Everyone Through Adaptation

    Stage 6: Refining Games and Establishing the Role of the Coach

    Stage 7: Showcasing Games and Revising

    Stage 8: Competitive Game


    Chapter 11 Net and Wall Games: Pickleball

    Tim Hopper

    Game Understanding

    Tactical Framework for Strategic Principles

    Lessons and Learning Experiences

    Court Areas and Learning to Play Pickleball

    Area 1: Short-Court Games

    Area 2: Long-Court Games

    Area 3: Volley-Court Games

    Doubles Dink Tennis

    Three for a Win


    Chapter 12 Inventing Invasion Games

    Stage 1A: Setting the Learning Environment for Invasion Game Constructs and Democracy in Action

    Stage 1B: Defining Invasion Game Constructs

    Stage 2: Establishing the Game Through the Democratic Process

    Stage 3: Playing the Game

    Stage 4: Refining the Game

    Stage 5: Identifying the Coach

    Stage 6: Identifying the Referee

    Stage 7: Showcasing Games

    Stage 8: Defense

    Stage 9: Offense

    Stage 10: Transferring Concepts From Inventing Games to Institutionalized Games


    Chapter 13 Invasion Game: Soccer

    Steve Mitchell

    Lesson 1: Primary and Secondary Rules

    Lesson 2: Keeping Possession

    Lesson 3: Distribution of Possession

    Lesson 4: Penetration and Scoring

    Lesson 5: Preventing Scoring

    Lesson 6: Denying Space

    Lesson 7: Obtaining Possession

    Lesson 8: Regaining Possession


    Chapter 14 Invasion Game: Touch Football

    Bobby Gibson


    Democracy in Action

    Unit Plan Structure

    Lesson 1: Ultimate Football

    Lesson 2: Flickerball

    Lesson 3: Flickerball Extended

    Lesson 4: Offensive and Defensive Team Concepts

    Lesson 5: Gamelike Situations

    Lesson 6: Kicking

    Lesson 7: Team Formation and Playbook Design

    Lesson 8: Game Play and Game Management


    Chapter 15 Final Thoughts

    Joy Butler, EdD, is a professor in the department of curriculum and pedagogy at the University of British Columbia in Vancouver. She is coordinator of physical education teacher education (PETE), outdoor education, and health programs at the undergraduate and graduate levels. Born in the United Kingdom, Butler taught secondary school physical education there for 10 years and coached three basketball teams to national finals.

    Butler is active in international scholarship, organization, and advocacy for TGfU (Teaching Games for Understanding). She founded and chaired the TGfU Task Force in 2002 and aided its evolution into the TGfU SIG in 2006. She directed the 1st and 4th International TGfU conferences in 2001 and 2008. Butler has been invited to give presentations and workshops on TGfU in Finland, Singapore, Australia, Spain, Taiwan, Hong Kong, the UK, Colombia, and Germany. In 2012 she created and has since chaired the TGfU International Advisory Board, composed of 19 individual country representatives.

    Butler has edited or coedited seven TGfU books.