Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 22 Game Skills

Copyright © 2010 Pearson Education, Inc. Games  Make a valuable contribution to children’s growth and development  Develop interpersonal skills  Understand rules and limitations  Learn how to behave in competitive and cooperative situations  Help develop large-muscle groups  Enhance ability to run, dodge, start and stop under control  Apply game strategies

Copyright © 2010 Pearson Education, Inc. Evaluating Games  Examine worth of games  Physical skills required  Number of participants  Complexity of rules  Amount of strategy involved  Children need requisite skills  Cooperation is necessary  Move from partner, to small-group, to team games

Copyright © 2010 Pearson Education, Inc. Creating or Modifying Games  Change distance to run  Change means of locomotion  Play game with one or more partners  Change method of tagging  Make goals or restricted areas larger or smaller

Copyright © 2010 Pearson Education, Inc. Creating or Modifying Games  Vary boundaries  Change formation of play  Change scoring requirements  Increase number of players, taggers, or runners  Change rules and/or penalties

Copyright © 2010 Pearson Education, Inc. Cooperation and Competition  Cooperation precedes competition  Focus on competition not competition  Develop a spirit of working together  Balance between offense and defense  Modify game components continually  Maintain an enjoyable environment  Rotate students so they play with different classmates  Include students with disabilities in all rotation plans

Copyright © 2010 Pearson Education, Inc. Teaching Games Effectively  Place children in game formation prior to presenting new game  Use trial period during first stages of new game  Do not use games that isolate one child  Develop a rotation plan, which allows equal play time for all students  Assure all children have an equal chance to participate  Plan before attempting a new game  Avoid out-of-bounds rule with low-organized and lead-up games

Copyright © 2010 Pearson Education, Inc. Teaching Games Effectively  Change makeup of the teams often  Play relatively short games  Use pinnies to identify teams  Use games to teach social skills  Learning skills is more important than winning  Use the “rule of three” to simplifying rules

Copyright © 2010 Pearson Education, Inc. Selection of Games  Analyze the skills children must practice before playing  Games sorted by difficulty  Developmental Level I  Do not require competency in sports skills  Use locomotor skills  Opportunities to practice and participate successfully  Developmental Level II and III  Require specialized sports skills  Ball-handling and movement skills important for success

Copyright © 2010 Pearson Education, Inc. Sport Lead-Up Games  Games in Developmental Levels II and III are  Lead-up games  Low-organization games  Lead-up games  Limit skills required for successful participation  Excellent choices for skill development

Copyright © 2010 Pearson Education, Inc. Developmental Level I  Individual games and creative play  Little emphasis on team play or scoring  Games are simple, easily taught, and have low skill demand  Dramatic elements present  Number concepts and symbol recognition

Copyright © 2010 Pearson Education, Inc. Developmental Level II  Chase and tag become more complex  Introductory lead-up games begin to appear  More of a sports emphasis  Kicking, throwing, catching, and batting skills maturing

Copyright © 2010 Pearson Education, Inc. Developmental Level III  More complex and organized  More cooperation necessary to retain enjoyment  Opportunity to use strategy  Cognitive development  Strategy necessary for success