Game Methodology in Physical Education
Game Methodology
Teach Through Playing
Playing games can foster a variety of positive attributes, including:
- Creativity
- Critical Thinking
- Collaboration
- Socialization
- Comprehension
- Freedom
- Honesty
- Autonomy
Game Methodology Cycle
Planning (competences, objectives) → Execution (game development, active participation) → Evaluation (reflection process, verification of learning)
Methodology Steps
- Choosing the type of game
- Design and preparation of the game
- Presentation of the game
- Grouping
- Intervention during the game
- Game variations
- Refereeing
- Reasons why a game can fail
- Session ending
1. Choosing the Type of Game
Selection Criteria:
- Objective
- Children group
- Playing field
- Material
- Phase of the session
- Motivation control
Elements to Consider When Choosing a Game:
- Educational possibilities
- Comprehensive development of the children
Some Types of Games:
Self-expression, reused materials, team building, cooperative games, traditional games, competitive games, role-playing games, etc.
2. Design and Preparation of the Game
2.1. Social Culture
Role System
The behavior associated with a position or purpose that a player has in a specific game.
Role According to the Outcome:
- Opposition: There are winners and losers, creating strong motivation to defeat the opponent.
- Cooperation: Coordination of all players to achieve the game’s objective.
- Mixed: A combination of opposition and cooperation.
Role According to Player Relationships:
- Stable: Relationships remain the same throughout the game (e.g., handkerchief game).
- Variable: Relationships with teammates or opponents change (e.g., chain game).
2.2. Space
Type of Space According to Organization:
- Conventional facilities with stable references (court, ring, etc.)
- Conventional facilities with changeable references (circles, cones, etc.)
- Non-conventional facilities (park, square, street, etc.)
Type of Space According to Interpersonal Distances:
- Intimate space
- Personal space
- Social space
- Public space
2.3. Time
Action Time:
- Simultaneous: Players intervene at the same time.
- Alternate: Players intervene in different temporal spaces (e.g., relay games).
- Mixed: Players intervene simultaneously or alternately (e.g., double flag).
Options to Finalize the Game:
- Time limit
- Score limit
- Time and/or score limit
- Time not defined
2.4. Material
- Conventional use
- Conventional material with an alternative use
- Non-conventional material
- Reused materials
- Without equipment
General Considerations for Planning:
- Consider variations and alternatives combining the four structural elements of the game.
- Take into account the number of players.
- Do not eliminate players.
- Combine the distribution of spaces.
- Always propose logical sequences, progressively introducing the games.
3. Presentation of the Game
3.1. Good Practices:
- Wait for everyone’s attention.
- Require silence.
- Speak loudly, slowly, and naturally.
- Explain things clearly for everyone to understand.
- Be brief, precise, and organized.
- Explain only the essentials initially.
- Use examples.
- Ask if everyone understands.
3.2. What to Explain:
- Objective of the game
- Field of play
- Teams and differentiation between them
- Main rules
- Referee gestures
- Strategies or tactics
4. Grouping
Who Creates the Groups?
- Randomly
- Players
- Coordinator
- Players and coordinator
5. Intervention During the Game
- Encourage active participation.
- Include injured members in different active roles (e.g., referee).
- Control the degree of motivation.
- Change the game or introduce variations before interest wanes.
- Avoid frequent breaks.
- Prioritize short, clear, and concise messages during practice.
- Do not dictate game strategies.
- Ensure impartial judgment for a fair game.
6. Game Variations
- The educator must be able to adapt, modify, and change the game.
- Progressive evolution based on didactic purposes.
- Enhance the teaching and learning purposes of the game.
- Prioritize player learning.
- Expand the possibilities of a single game.
7. Refereeing
- Should be the primary educator.
- Promote fair play.
- Do not punish for lack of success in the game outcome.
- Skillfully manage the group.
- The absence of a referee can cause conflicts but can also improve group relations.
8. Reasons Why a Game Can Fail
- Lack of motivation
- Tension between players
- Inappropriate behavior
- Poor explanation by the educator
- Unbalanced teams
- Bad weather conditions
- Lack of preparation or improvisation
- Games not suited to the group’s characteristics
- Neglecting the structural elements
9. Session Ending
Provide feedback on the session and encourage reflection on actions related to the objectives.