Games - Rowan University



Games

Goal

The goal of the Games component is for students to develop the skills and knowledge needed to actively participate in organizing, playing and creating games. Games are included in the curriculum in two categories. The first category is non-manipulative games such as running games or other movement games that use little or no equipment. The second category uses manipulative skills that may or may not be associated with a specific sport. Within the games content area, students learn fundamental game knowledge such as playing areas, rules, offensive and defensive strategies and player’s roles.

The games offered in the curriculum reflect the developmental abilities of the students. Young children participate in games with few rules and focused on one or two skills. As students gain more ability to manipulate objects and control their body, games can include planning strategy, collaboration as a small group team and increased game structures.

Students will participate in a variety of game types such as tag games, target games, net and wall games, invasion games and fielding games. These games may include lead-up games relative to a sport, a game created by the students or modified games.

Objectives

Students will learn to:

• Understand and apply game strategies.

• Use locomotor, nonlocomotor and manipulative skills to play a game.

• Understand the different players’ roles necessary for game play.

• Create new variations for a game and/or create a new game.

• Learn to share equipment, materials and space.

• Develop responsibility for one’s safety and the safety of others.

• Challenge themselves in cooperative and competitive games.

Content

Skills

Students will learn to:

Use locomotor and nonlocomotor movements needed for game play.

Use manipulative skills in a variety of game situations.

Plan and apply game strategy.

Participate in a game in different roles and/or positions.

Observe while others are demonstrating or playing.

Apply the rules of the game during game play.

Collaborate with others on a team.

Take care of equipment and uses it appropriately.

Plays a game demonstrating how to play safely and fairly.

Concepts

Student will learn to:

Understand how to make changes in a game.

Gain knowledge of the components of a game such as playing area, rules, and positions.

Understand different strategies related to different types of games.

Understand how to plan game strategies for individuals, partners and teams.

Gain knowledge of the difference between offensive and defensive positions.

Understand the role of offense and defense players.

Demonstrate respect for others as a teammate or opponent.

Understand how space, time and force are applied in a game.

Gain knowledge of how to analyze and express observations and ideas on how to improve game performance.

Develop an understanding of and demonstrate the ability to apply the rules of a game.

Gain knowledge of how to develop strategies to peacefully solve game disagreements.

Grade level Benchmarks

Kindergarten and First

Skills

Use balance and agility in games using chasing and fleeing.

Use locomotor, nonlocomotor and manipulative skills relative to the game.

Concepts

Understand the different player roles in tag games.

Knowledge of how to share equipment, materials and space.

Knowledge of how to demonstrate responsibility for one’s safety and the safety of others.

Understand the rules for a developmentally appropriate game.

Second and Third Grade

Skills

Participate in different player positions while playing a game.

Adapt to the space, time and force necessary for successful game play.

Adhere to the rules of the game during game play.

Observe while others are demonstrating or playing.

Concepts

Understand the different players’ roles necessary for game play.

Understand that a game can be modified or a rule changed

Knowledge of the difference between offensive and defensive positions.

Understanding of and demonstrate the ability to apply the rules to a game.

Knowledge of how to develop strategies to peacefully resolve game disagreements.

Understand different strategies related to different types of games.

Fourth and Fifth Grade

Skills

Organize, adapt and /or create a game.

Use the appropriate amount of space, time and force for successful game play.

Collaborate with others on a team.

Concepts

Understand the components of a game.

Knowledge of how to plan and apply strategies for individual, partner or group games.

Understand the role of offense and defense players.

Demonstrate respect for others as a teammate or opponent.

Analyze and express improvement of one’s game performance.

Analyze and express changes to a game that provide different challenges, or solve problems that occur during game play.

Additional Information

Definitions of game types

Tag Games The purpose of a tag game is for a chaser to pursue a runner. In this type of game, children learn to use a variety of locomotor and non-locomotor movements, change direction, and dodge other children. They also learn to plan simple strategies, resolve differences and learn about spatial boundaries, rules, and respect for other players.

Target Games. Target games involve aiming and sending an object or ball to a stationary or moving target or a particular area. Children may use different striking, kicking and throwing skills with or without an implement.

Net and Wall Games. These types of games involve moving and controlling an object over a net or at a wall. Some net and wall games are designed to challenge an opponent by making it difficult to return an object or ball such as in tennis and volleyball.

Invasion Games. Invasion games involve controlling a ball or object in a specified area and in some games the objective is to score a goal or make a basket.

Fielding Games. The purpose of Fielding games is for a player to send an object or ball into an area and then move to a base or return to a designated spot before the fielders get the object or ball.

References.

Belka, D. (1994). Teaching children games: Becoming a master teacher. Champaign, IL: Human Kinetics.

Byl, J. (20020 Co-ed recreational games. Champaign, IL: Human Kinetics.

Burk, M. (2002). Station games: Fund and imaginative PE lessons. Champaign, IL: Human Kinetics.

Doyle,P. & Harkness, M. (2001). Game on! 77games and activities for kids 5-14. Champaign, IL: Human Kinetics.

Hanrahan, S. & Carlson, T. (Eds.) (2000).Games skills: A fun approach to learning sport skills.

Champaign, IL: Human Kinetics.

Launder, A. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL: Human Kinetics.

Le Fevre, D. (2002). Best new games. Champaign, IL: Human Kinetics.

Morris, G. & Stiehl, J. (1999). Changing kids’ games. Champaign, IL: Human Kinetics.

Nichols, B. (1994). Moving and learning: The elementary school physical education experience.

Boston, MA: McGraw-Hill.

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