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Student-Designed Games PDF

Strategies for Promoting Creativity, Cooperation, and Skill Development

Author: Peter Hastie

$30.95 CAD

Ebook
$30.95 CAD

ISBN: 9781492574422

©2010

Page Count: 192

Access Duration: 10 Years

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Students love games, but unfortunately, games are often taught in ways that alienate or exclude less-skilled students. Or worse yet, students find the games boring because they have no voice in how the games are played.

Student-Designed Games: Strategies for Promoting Creativity, Cooperation, and Skill Development helps teachers and youth leaders make games fun again. This innovative, step-by-step guide helps students from early elementary school through college design their own games. In doing so, students

• develop tactical understanding as they design games;

• feel ownership and are more motivated to take part in the games;

• feel included because they have a voice in the scoring, equipment, space, and rules, all of which are limited only by their imagination and available resources; and

• learn how to respect competitors and work toward common goals with partners.

Through Student-Designed Games, students discover why rules are important, work cooperatively through the creative process, solve problems, and teach each other as well as their teachers. In games-making units, students design games within parameters presented by the teacher. They can adapt games they already play by changing various elements, or, with the help of game templates, create unique games that present new tactical problems that players must solve or overcome.

The games can all be connected to standards for becoming physically educated as defined by local, national, and international organizations and include ready-to-use assessments so that teachers can evaluate both the students and the games. The book also includes rubrics to help students understand their responsibilities during the game-making process and to judge the quality of the games they have created.

Student-Designed Games is the perfect book to help students be inclusive and creative, learn basic game forms, improve skills, and have great fun in devising their own games. Teachers will be aided in managing their classes through the detailed management strategies aimed at including their students’ time on task. As such, Student-Designed Games is a valuable addition to teachers’ class resources.

Part I: Getting Started

Chapter 1. An Introduction to Student-Designed Games

A Brief Theory of Student-Designed Games

What Makes a Good Game?

What Student-Designed Games Are Not

Getting Started With Student-Designed Games

References

Chapter 2. Educational Benefits of Student-Designed Games

Games Making and the Physically Educated Person

Games Making and Cooperative Learning

Games Making and Student Motivation and Engagement

Conclusion

References

Chapter 3. Instructional Strategies for Games Making

Choose Outcome Goals

Decide Type of Game and Student Choice

Set Up Small Learning Groups

Present the Challenge

Provide Time to Explore and Experiment

Provide Time to Play

Review

The Role of the Teacher

Conclusion

References

Chapter 4. Understanding Games

What Is a Game?

Classifying Games

Classifying Games According to Their Tactics

Tag Games

Target Games

Invasion Games

Striking and Fielding Games

Net and Wall Games

Conclusion

References

Part II: Designing Basic Games

Chapter 5. Tag Games

Key Principles of Tag Games

Required Experiences for Success in Tag Games

Key Strategies for Success in Tag Games

Sample Tag Games

Poor Tag Games

Safety in Tag Games

Questions to Consider When Designing Tag Games

A Template for Designing Tag Games

Conclusion

References

Chapter 6. Target Games

Key Principles of Target Games

Required Experiences for Success in Target Games

Key Strategies for Success in Target Games

Sample Target Games

Poor Target Games

Safety in Target Games

Questions to Consider When Designing Target Games

A Template for Designing Target Games

Conclusion

References

Chapter 7. Invasion Games

Key Principles of Invasion Games

Required Experiences for Success in Invasion Games

Key Strategies for Success in Invasion Games

Sample Invasion Games

Poor Invasion Games

Safety in Invasion Games

Questions to Consider When Designing Invasion Games

A Template for Designing Invasion Games

Conclusion

References

Chapter 8. Striking and Fielding Games

Key Principles of Striking and Fielding Games

Required Experiences for Success in Striking and Fielding Games

Key Strategies for Success in Striking and Fielding Games

Sample Striking and Fielding Games

Poor Striking and Fielding Games

Safety in Striking and Fielding Games

Questions to Consider When Designing Striking and Fielding Games

A Template for Designing Striking and Fielding Games

Conclusion

Reference

Chapter 9. Net and Wall Games

Key Principles of Net and Wall Games

Required Experiences for Success in Net and Wall Games

Key Strategies for Success in Net and Wall Games

Sample Net and Wall Games

Poor Net and Wall Games

Safety in Net and Wall Games

Questions to Consider When Designing Net and Wall Games

A Template for Designing Net and Wall Games

Conclusion

References

Part III: Moving Beyond Basic Games

Chapter 10. Conversion Games

Hybrid Games

Relocation Games

Transformation Games

Conclusion

Reference

Chapter 11. Cooperative Games

Collective Scoring

Reversal Games

Components of Cooperative Games

A Template for Designing Cooperative Games

Conclusion

References

Chapter 12. Assessment in Student-Designed Games

What to Assess in Student-Designed Games

How to Assess Student-Designed Games

Evaluating Games

Conclusion

References

Peter Hastie, professor in the department of kinesiology at Auburn University, has been teaching strategies for student designed games in both schools and universities. He has also researched the potential of student designed games to help students become more engaged in physical education, as well as develop a deeper understanding of games. Dr. Hastie is a member of AAHPERD, American Educational Research Association (AERA), and International Association for Physical Education in Higher Education (AIESEP). He enjoys whitewater rafting, traveling, and overland trekking.

Peter Hastie

Student-Designed Games PDF

$30.95 CAD

Students love games, but unfortunately, games are often taught in ways that alienate or exclude less-skilled students. Or worse yet, students find the games boring because they have no voice in how the games are played.

Student-Designed Games: Strategies for Promoting Creativity, Cooperation, and Skill Development helps teachers and youth leaders make games fun again. This innovative, step-by-step guide helps students from early elementary school through college design their own games. In doing so, students

• develop tactical understanding as they design games;

• feel ownership and are more motivated to take part in the games;

• feel included because they have a voice in the scoring, equipment, space, and rules, all of which are limited only by their imagination and available resources; and

• learn how to respect competitors and work toward common goals with partners.

Through Student-Designed Games, students discover why rules are important, work cooperatively through the creative process, solve problems, and teach each other as well as their teachers. In games-making units, students design games within parameters presented by the teacher. They can adapt games they already play by changing various elements, or, with the help of game templates, create unique games that present new tactical problems that players must solve or overcome.

The games can all be connected to standards for becoming physically educated as defined by local, national, and international organizations and include ready-to-use assessments so that teachers can evaluate both the students and the games. The book also includes rubrics to help students understand their responsibilities during the game-making process and to judge the quality of the games they have created.

Student-Designed Games is the perfect book to help students be inclusive and creative, learn basic game forms, improve skills, and have great fun in devising their own games. Teachers will be aided in managing their classes through the detailed management strategies aimed at including their students’ time on task. As such, Student-Designed Games is a valuable addition to teachers’ class resources.

Part I: Getting Started

Chapter 1. An Introduction to Student-Designed Games

A Brief Theory of Student-Designed Games

What Makes a Good Game?

What Student-Designed Games Are Not

Getting Started With Student-Designed Games

References

Chapter 2. Educational Benefits of Student-Designed Games

Games Making and the Physically Educated Person

Games Making and Cooperative Learning

Games Making and Student Motivation and Engagement

Conclusion

References

Chapter 3. Instructional Strategies for Games Making

Choose Outcome Goals

Decide Type of Game and Student Choice

Set Up Small Learning Groups

Present the Challenge

Provide Time to Explore and Experiment

Provide Time to Play

Review

The Role of the Teacher

Conclusion

References

Chapter 4. Understanding Games

What Is a Game?

Classifying Games

Classifying Games According to Their Tactics

Tag Games

Target Games

Invasion Games

Striking and Fielding Games

Net and Wall Games

Conclusion

References

Part II: Designing Basic Games

Chapter 5. Tag Games

Key Principles of Tag Games

Required Experiences for Success in Tag Games

Key Strategies for Success in Tag Games

Sample Tag Games

Poor Tag Games

Safety in Tag Games

Questions to Consider When Designing Tag Games

A Template for Designing Tag Games

Conclusion

References

Chapter 6. Target Games

Key Principles of Target Games

Required Experiences for Success in Target Games

Key Strategies for Success in Target Games

Sample Target Games

Poor Target Games

Safety in Target Games

Questions to Consider When Designing Target Games

A Template for Designing Target Games

Conclusion

References

Chapter 7. Invasion Games

Key Principles of Invasion Games

Required Experiences for Success in Invasion Games

Key Strategies for Success in Invasion Games

Sample Invasion Games

Poor Invasion Games

Safety in Invasion Games

Questions to Consider When Designing Invasion Games

A Template for Designing Invasion Games

Conclusion

References

Chapter 8. Striking and Fielding Games

Key Principles of Striking and Fielding Games

Required Experiences for Success in Striking and Fielding Games

Key Strategies for Success in Striking and Fielding Games

Sample Striking and Fielding Games

Poor Striking and Fielding Games

Safety in Striking and Fielding Games

Questions to Consider When Designing Striking and Fielding Games

A Template for Designing Striking and Fielding Games

Conclusion

Reference

Chapter 9. Net and Wall Games

Key Principles of Net and Wall Games

Required Experiences for Success in Net and Wall Games

Key Strategies for Success in Net and Wall Games

Sample Net and Wall Games

Poor Net and Wall Games

Safety in Net and Wall Games

Questions to Consider When Designing Net and Wall Games

A Template for Designing Net and Wall Games

Conclusion

References

Part III: Moving Beyond Basic Games

Chapter 10. Conversion Games

Hybrid Games

Relocation Games

Transformation Games

Conclusion

Reference

Chapter 11. Cooperative Games

Collective Scoring

Reversal Games

Components of Cooperative Games

A Template for Designing Cooperative Games

Conclusion

References

Chapter 12. Assessment in Student-Designed Games

What to Assess in Student-Designed Games

How to Assess Student-Designed Games

Evaluating Games

Conclusion

References

Peter Hastie, professor in the department of kinesiology at Auburn University, has been teaching strategies for student designed games in both schools and universities. He has also researched the potential of student designed games to help students become more engaged in physical education, as well as develop a deeper understanding of games. Dr. Hastie is a member of AAHPERD, American Educational Research Association (AERA), and International Association for Physical Education in Higher Education (AIESEP). He enjoys whitewater rafting, traveling, and overland trekking.

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