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 Fairwill 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 fairneess. 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.
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.
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
