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Playing Fair PDF

Author: Joy Butler

$22.00 USD

Ebook
$22.00 USD

ISBN: 9781492579878

©2016

Page Count: 296

Access Duration: 10 Years

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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

Summary

Chapter 2 Teaching and Learning Social Justice Through Inventing Games

Revisiting the True Meaning of Competition

Teaching Social Justice and Democracy in Action

Summary

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

Summary

Chapter 4 Developmental Learning and Curriculum Design

Psychomotor Domain (Moving)

Cognitive Domain (Thinking)

Affective Domain (Feeling)

Conclusions

Summary

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

Summary

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

Summary

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)

Summary

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

Summary

Chapter 9 Striking Game: Cricket

Kevin Sandher

Unit Plan Structure

Assessment

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

Summary

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

Summary

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

Summary

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

Summary

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

Summary

Chapter 14 Invasion Game: Touch Football

Bobby Gibson

Pedagogy

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

Summary

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.

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Joy Butler

Playing Fair PDF

$22.00 USD

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

Summary

Chapter 2 Teaching and Learning Social Justice Through Inventing Games

Revisiting the True Meaning of Competition

Teaching Social Justice and Democracy in Action

Summary

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

Summary

Chapter 4 Developmental Learning and Curriculum Design

Psychomotor Domain (Moving)

Cognitive Domain (Thinking)

Affective Domain (Feeling)

Conclusions

Summary

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

Summary

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

Summary

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)

Summary

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

Summary

Chapter 9 Striking Game: Cricket

Kevin Sandher

Unit Plan Structure

Assessment

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

Summary

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

Summary

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

Summary

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

Summary

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

Summary

Chapter 14 Invasion Game: Touch Football

Bobby Gibson

Pedagogy

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

Summary

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.

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