Description Table of Contents Author Excerpts 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. Audience Text for 1- and 2-credit courses on teaching games. Supplemental text for 3- and 4-credit teaching methods courses. Resource for K-12 physical education teachers as well as recreation and youth group leaders. 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. All games have these four characteristicsAn introduction to student-designed gamesEvaluating games
