IAB Project

Proposals to Teach and Learn Games from a Games-based approach in times of restricted mobility due to COVID-19

Infographic

We have created an infographic of our 4 proposals:
  • #TGfU_athome: Learning to Teach Games at Home
  • #TGfU_athome: Home constraints for understanding
  • #TGfU Social Distancing Game Design
  • PE at Home: Inventing Games
 
To view the full English version infographic click here

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Para ver o infográfico completo da versão em português, clique aqui

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日本語版のインフォグラフィックを見るには、ここをクリックして下さい。

#TGfU_athome: Learning to Teach Games at Home

Video tutorials with technical tactical notions from a Game Based Approach and proposals for super small size games that can be played at home. Teachers can send these videos for their students to practice and learn semi-autonomously.

Designing and Share
  • Create “playable" games that do not have great technical limitations
  • Games must be, above all, a problem, which highlights the component of decision-making above the motor difficulty
  • Propose questions that focus kids thinking to solve the different
  problems that occur during the game
  • Upload your video and use the tag #TGfU_athome

For more information and to view the videos click here

#TGfU Social Distancing Game Design

The idea of this project was generated as a response to prolonged school closures and particularly as a response to the threat imposed on GB curricula. Our proposal is the development of a flexible GB curriculum, one that could meet the related challenges posed on PE classes by the pandemic.

We raise this issue by suggesting an overarching framework for the design of “covid-19 sensitive” games. The proposed framework combines Teaching Games for Understanding (TGfU) pedagogical principles with non-linear pedagogy principles to support game play, irrespective of circumstances.

“How do I motivate my students to keep playing games?”
“I do so by moving to a social distancing GB curriculum” 

Within the social distancing measures, the combination of non-linear pedagogy constraints with TGfU pedagogical principles can offer a valuable framework for the design of a flexible GB curriculum that can ensure consistency of implementation (despite lockdown measures or closures). We believe that a shift to a ‘social distancing” GB curriculum can ensure that both teachers and students experience ownership, continuity and autonomy to choose from a bank of resources that keep game playing alive while safeguarding teacher and student health and welfare.

We thus suggest that PE teachers use different combinations of TGfU tactical and pedagogical principles to support students during lockdown measures to play games either at school (with social distancing practices) or at their communities, always by taking into account context specific Player, Environment and Task constraints.

The infographic with the title “#TGfU SOCIAL DISTANCING GAME DESIGN” presents a practical example of combining TGfU pedagogical and tactical principles with various covid-19 constraints. By clicking on the name of each TGfU game category (hyperlinks), PE teachers can watch examples of game play and design with social distancing measures. 

View the infographic as detailed above and for more details of this proposal click here

#TGfU_athome: Home constraints for understanding

This proposal is an extension of the project started in March 2020 by the TGfU Special Interest Group of TGfU_athome.

MAIN GOAL: For students to continue to develop their game competence and sports knowledge during this pandemic period where movements are restricted and safe distancing measures are in place. FOUNDATION: This proposal is based on three complementary methodological approaches that have earned, through research-based evidence, the label of good pedagogies: TGfU, Constrain-led approach (CLA) and Game Design.
  • TGfU use modified games to develop the learner's understanding of tactical concepts.
  • CLA: creates a ‘learner-environment’ centred approach in which practitioners are encouraged to identify and modify interacting constraints to facilitate emergence of learning.
  • Student-designed games approach allowed students to develop their learning about the structure of games and game play, and to understand the concept of playability by designing developmentally appropriate games.

The following worksheet is designed to achieve the above-described goals. 

Example tennis activity worksheet and video are available.

PE at Home: Inventing Games

Engaging the head, heart and mind!

This proposal is an example  unit plan for target games. The unit was adapted from Joy Butler's Inventing Games Model and target games were chosen because they can be played alone in minimal space using materials that can be found in the home. 

View the infographic as detailed above for more details. The example unit plan can be found here