A Fair Play Unit for Elementary School

A Fair Play Unit for Elementary School

Getting the Whole School Involved

by Lynn V. Johnson

Teaching elementary aged students about the importance of fair play and being a good sport is becoming a much more difficult task. Professional athletes, once touted as positive role models, have become increasingly poor examples for children. So, while we as physical educators often deal with issues of fair play in our classes, it has become a larger issue that might best be handled as a whole school community. Winning at all costs seems to be the prevailing attitude in professional sports and in society in general, so it is difficult for teachers to make their students understand that some of the behaviors they observe are inappropriate. This article presents a whole-school fair play unit that was developed for a K-6 elementary school. The physical education teacher provided the main instruction for the unit, but it was successful only due to the support and efforts of all the teachers, administrators, and staff. It was truly a whole school community effort.

This unit was developed as a result of K-6 classroom teachers approaching the school physical educator about the possibility of leading a whole school initiative focused on fair play. Their concern was a result of student behaviors during recess. Fair play was already a component of the physical education program, but it was evident the lessons learned in physical education were not being applied to game-play during recess. The quality of play had deteriorated from the previous year. Few recess periods were free of arguments. The students had difficulty agreeing on rules, taking responsibility for their actions, and/or dealing with conflicts that occurred during game play. As a result, the teachers identified two goals for this endeavor:

1. Develop student-generated recess rules and guidelines.

2. Develop student strategies for dealing with those who are NOT playing fair.

The teachers believed if students generated the rules and guidelines, they would have more ownership in them and be more willing to follow them (Solomon, 1997).

The goals were addressed both in physical education classes and across the curriculum. The specific fair

play unit was conducted in the physical education program, but K-6 teachers participated by reinforcing lesson content during recess, discussions in class, having the students read or write stories relating to fair play, and by drawing pictures depicting fair play activities. Figure 1 contains a list of objectives for the Fair Play Unit.

Ongoing communication between the physical educators and the K-6 teachers addressed particular issues or modified the focus of specific lessons. By the end of the unit, students were more successful in applying the lessons during independent play and were able to confidently address conflicts due to a clear plan of action.

The ultimate objective would be for students to apply fair play behaviors outside of school and away from adult supervision. This is difficult to assess, but classroom teachers addressed this by having students write stories and draw pictures about situations that occurred in unsupervised situations.

K-6 Physical Education Fair Play Unit Objectives

1. After viewing a fair play video, students will identify fair play issues that are significant to them.

2. Students will develop a set of guidelines that identify the components of FAIR PLAY, to be used as a part of the whole school recess rules.

3. Students will develop a set of Student Strategies to be used when "someone is not playing fair."

4. During recess and in physical education, students will demonstrate appropriate fair play behavior.

5. During recess and in physical education, students will demonstrate the use of appropriate student strategies in responding to students who are not playing fair.

6. During class discussions, students will demonstrate the ability to identify what fair play means and the strategies for responding to others who are not playing fair.

Figure 1 Fair play unit objectives.

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Teaching Elementary Physical Education | May 2005

Grades 1-6 Fair Play Unit

DAY ONE Mixed Groups

2-3 Classes/Mixed Grades (Grades 1-2; Grades 3-4; Grades 5-6) Objectives ? Students will view video relating to fair play (refer to resources for suggestions). ? Students will participate in class discussion of fair play video. Learning Opportunities ? Students will watch video relating to fair play. ? Students will discuss situations from video that are familiar to them. ? Students will identify positive recess behaviors (teacher will record those behaviors).

DAY TWO Single Classes

Objectives ? During a class discussion, students will identify

"What Fair Play means to me...". ? During a class discussion, students will assess the

quality of play during a class activity by identifying instances when fair play did or did not occur. Learning Opportunities ? Students will brainstorm and identify "What Fair Play means to me..." (Teacher will record brainstorm results.) ? Students will participate in age appropriate recess game and discuss incidents as they occur.

DAY THREE Single Classes

Objectives ? Students will review previous brainstorming results

and add additional components of fair play. ? Students will select two fair play components that

their class identified to be included in the whole school "recess guidelines." ? Students will begin to identify strategies for responding to students who do not play fair. Learning Opportunities ? Students will review class identified components of fair play. ? Students will list strategies for dealing with students who do not play fair. ? Students will participate in age appropriate game play and will role play incidents of not playing fair. (These role playing situations are based on identified fair play components.)

Figure 2 Fair play unit plan.

DAY FOUR Single Classes

Objectives

? Students will review and discuss school created list of "fair play is . . . ".

? Students will identify situations during play that are examples of fair play and not playing fair.

? Students will identify appropriate strategies for each identified situation.

Learning Opportunities

? Students will participate in age-appropriate game play, which will include role play situations of playing fair and not playing fair. Students will be given opportunities to identify appropriate strategies for each identified situation.

? Class discussion to review class activities.

DAY FIVE Single Classes

Objectives

? Students will review and edit the student developed list of student strategies.

? During game play, students will demonstrate appropriate fair play behavior (unless directed by the teacher to play a role).

? During play, students will demonstrate appropriate student strategies while responding to students who are not playing fair.

Learning Opportunities

? Student discussion to allow for review and editing.

? Age appropriate game play, including role-playing. Discussion of situations will take place as they occur.

? Student discussion of class activities.

DAY SIX Single Classes

Objectives

? During play, students will demonstrate appropriate fair play behavior, as indicated in meeting standards on the assessment rubric.

? During play, students will demonstrate appropriate student strategies while responding to students who are not playing fair, as indicated in meeting standards on the assessment rubric.

? Students will demonstrate ability to identify what fair play means and the strategies for responding to those who are not playing fair.

Learning Opportunities

? Age appropriate game play (students will be allowed to play with little teacher interference. Students will be expected to respond to situations as they occur, based on student-developed strategies.)

? Student discussion of class activities and rules, guidelines, and strategies developed.

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Unit Design

For the first lesson of the unit, the K-6 teachers were willing to rearrange their physical education schedule to allow multiple grade levels to watch a video ("Me and You Series ? Playing Fair," National Geographic) and then discuss fair play with each other. Students in mixed-grade break-out groups attempted to answer the question, "What type of behavior by others makes playing at recess fun?" This generated a list of important recess behaviors for K-6 students and provided a basis for other discussions during the unit. Some of those behaviors included being nice, no arguing, playing by the rules, letting everyone play, and taking turns. The rest of the unit (see Figure 2) was taught in regularly scheduled, single class settings.

Developing Fair Play Guidelines

Each class was able to identify a list of behaviors that illustrated fair play and a list of strategies that

addressed the question, "What can we do if someone is not playing fair?" Figure 3 provides a sampling of responses by grade level. During physical education classes, students participated in developmentally appropriate recess-type activities, applying the student-generated fair play behaviors and strategies. In addition, each class looked at the lists generated by other classes. They identified similar behaviors and strategies, which were then added to a whole-school list, progressively developing a whole-school list of recess rules, guidelines, and strategies.

Fair Play "Practice" Games

Age-appropriate activities and games were selected based on ease of control in role-playing situations. Most of the activities were recess-oriented games (see Figure 4). The intent of this game focus was to help students make appropriate game choices during recess. As the unit progressed, selected students were given role-play behaviors to act out during game play to facilitate practice of Fair Play rules and guidelines.

Grade What is fair play

What should you do if someone is not playing fair?

K-1 ? Take Turns. ? Let everyone play. ? Help one another. ? Work together. ? Be nice to each other.

? Ask them to play fair. ? Tell them you do not like it. ? Ask them to stop. ? Walk away.

1-2 ? Follow the rules. ? Be nice to other people. ? Play the whole game. ? Take turns.

? Ask them to play fair. ? 2nd chance ? ask them to stop. ? You choose not to play. ? If they want to come back ? OK, but they must play fair!

3

? Be nice to one another.

? Play safely.

? Include everybody.

? Take turns.

? Follow the rules.

? Talk about it ? solve it. ? Tell them the rules again. ? "If you keep not playing fair, then you cannot play anymore." ? Walk away.

4

? Take turns.

? Ask if they would play fair.

? Share.

? Re-explain the rules ? try again.

? Follow the rules of the game. ? Talk it over.

? Let others play.

? Walk away.

? Help others.

? Next Day: "I'm not going to play with you if you don't listen and follow the rules."

5-6 ? Share ? Take turns ? Cooperate ? Be nice ? Let others play with you ? Play by the rules

? Talk about it. ? Ignore it. ? Give 2nd chance. ? Come up with group consequence. ? Choose not to play.

Figure 3 Student responses to questions about Fair Play, by grade level.

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Teaching Elementary Physical Education | May 2005

Examples of Games Used in Fair Play Unit (Rules and explanations for most of these activities may be found in most elementary physical education resource books.)

Grades K-3

Grades 4-6

? Squirrel in a Tree ? Red Light/Green Light ? Barnyard Upset ? Bundles of Kindness

(Snowball) ? Tag Games:

Everybody's It Freeze Tag/Tunnel Tag Stone Tag

? Red Light/Green Light ? Four Square ? Keep Away ? Norwegian Kickball ? Touchdown ? Tag Games ? Everybody's It ? Freeze Tag/Tunnel Tag ? Stone Tag

Figure 4 Fair Play Games

Recess Rules, Guidelines, and Strategies

In the end, all the students (with teacher assistance and approval) helped develop a list of Fair Play Recess Rules and Strategies to help them respond appropriately to fair play issues. One of the unit goals was to encourage students to deal with fair play issues on their own and work out as many problems as possible. Only after all available options have been attempted with no success should a teacher become involved. With teacher input, the students developed a list of teacher actions/options. Figure 5 shows the Recess Rules, Guidelines, and Strategies developed as a result of the Fair Play Unit.

Conclusion

As this unit progressed, teachers reported a significant change in behaviors during recess, such as a decrease in the amount of arguing over rules and much less dependence on teachers to solve problems. Students stated they were having more fun at recess and were more willing to play with students they didn't know. They also shared stories about using the fair play guidelines while playing at home or after school. The general sense within the school community was that this was a successful endeavor.

As only a six day unit (3 weeks), it likely will be necessary to revisit the guidelines throughout the year. However, posters with the guidelines were placed in every classroom, in the halls, and in the gymnasium. Students have expressed pride in what they accomplished and willingly share the guidelines with new students to help them understand expectations within the school community. This unit could not have been successful without the cooperation of all the teachers, staff, and administrators. Helping students learn to recognize appropriate behaviors and take responsibility for their actions are lessons that go beyond the gymnasium and school walls. This whole-school effort was indeed well worth it!

References

National Geographic (Publisher). (1993). Me and you series ? Playing fair [video]. Available from National Geographic School Publishing: http: //education/teacher_store/prod

Solomon, G.B. (1997). Fair play in the gymnasium: Improving social skills among elementary school students. Journal of Physical

Education, Recreation and Dance, 68(5), 25. j

RECESS RULES, GUIDELINES AND STRATEGIES

Play Fair

Student steps/strategies if someone is NOT playing fair Teacher Actions/Options

1. Follow the rules of the game.

2. Let everyone play and include everyone in the game.

3. Cooperate with each other.

4. Take turns.

5. Be nice to one another and play in a kind way.

6. Be a good winner.

7. Be a good loser.

8. Share.

9. Leave other people's "stuff" alone, unless given permission.

10. Respect other's belongings.

11. Teach everyone how to play the chosen game before you start.

12. Decide what and/or how to play as a group.

13. Respect each other and each other's feelings.

1. Ignore it ? keep playing.

2. Ask them to "please play fair."

3. Tell them the rules again.

4. Give them another chance and/or try to work it out.

5. Ask them nicely "not to play anymore."

6. Choose not to play ? walk away.

*If a person who did not Play Fair returns next recess ? begin at Step 2. After two days with no success, ask the teacher on duty for help.

(Suggested by the students with modifications by the teachers). Teachers action will depend on severity of incident.

1. Talk to student(s) ? Give warning.

2. Remove student(s) from game or activity.

3. Give student a "time out" ? time based on severity of incident.

4. Loss of recess

5. Automatic write-up (submitted to principal who determines consequence):

a. Rock throwing

b. Snowballs thrown at other people

c. Excessive violence

6. Send to Principal's office.

Figure 5 The result of the Fair Play Unit.

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