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The current study discusses games within physical education programs as an important tool to promote life skills development (E.g. Communication, cooperation). Through a literature review, a review of historical events and life experiences, an ethnography was done in order to provide a better understanding of the major advantages and difficulties while conducting such approach. The research analyzed its content based on the concept that games offer a common language that allows the communication among different people regardless their origin, culture, race or history (Freire, 2005). The ping pong tournament that allowed Americans into the Chinese territory in 1971 which was subsequently known as “the ping pong democracy” is a good example to illustrate this point of view. Sport history is also discussed to provide a context to better understand the potential negative impact of games when competiveness is taken to the extreme. This seems contradictory to Physical Education as an Educational discipline whereby it plays a role to encourage students to think about their own attitudes while engaged in physical activities. For example, the development of life skills through games can be viewed through such an educational lens. Life skills can be viewed along a continuum from an introspective perspective that focuses on self esteem to the promotion of communication and democracy among peers. This presentation discusses the constraints placed upon games and the tension that often exists from an educational perspective of the role that they play within Physical Education to foster the healthy development of groups and individuals.
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Within the game
Ma. Mauro AndréDr. James Mandigo
What is the essence of the game?
What is the essence of the game?Is it a natural instinct?
The ‘second gestation’ would be accomplished within social relationships and playing activities that provides the development of rituals, habits, education and culture
(Geertz,1989)
In the ancient era, Greeks and Romains would attribute the game with religion and artistic values, considering it as sacred as a ritual
(Brougère, 1998)
What is the essence of the game?Piaget (1986) studied how chimps
would play different kind of ‘make believe’ games
Huizinga (1964) would also suggest that animals do play while observing puppies
So how can we explain the purpose of the game for animals?
What is the essence of the game?If animals as irrational creatures
are able to play, they must be more than mechanical living things
If men play and they know that they are playing, they must be more than rational beings, once play is irrational
(Huizinga, 1964)
What is the essence of the game?The game can be a natural instinct,
a cultural construction or even a spiritual element, and most likely it can be an integration of all three elements.
Most importantly, physical educators should have a broader understanding of what can the game do.
WHAT CAN THE GAME DO?
Ping pong diplomacy – 1971“A small ping pong ball, like a small butterfly, eventually helped to alter the pattern of history”
Hong & Sun, 2000: 430
More recently… South Korea and North Korea agreed to compete as a unique team in the: Asian Games in Doha (2006) and in the Beijing Olympics (2008)
(Merkel, 2008)
WHAT CAN THE GAME DO?
“Sport has the power to change the world, the power to inspire, the power to unite people in a way that little else can. It speaks to people in a language they understand”
(Final report IYSPE, 2005: 90)
What can the game do?In 1973, the Humanistic Physical
Education approach was first presented relating physical activity to the development of self-esteem, self-actualization, self-understanding, interpersonal relations
The model intended to shift the dominant idea of ‘education of the physical’ to the ‘education through the physical’
(Hellison & Martinek, 2006)
What can the game do?1980’s - Teaching Games for Understanding
(TGfU) was presented with a student-centered paradigm
Besides developing students’ motor skills,
TGfU was also proposed to improve relationships and metacognitive skills (Mandigo and Corlett, 2008)
TGfU was proposed as an effective form to introduce value orientations such as democracy and inclusion (Butler, 2006)
What can the game do?Sport Education model presented by Daryl
Siedentop had a more holistic learning of sport
Tasks would include: refereeing, keeping score, compiling statistics, publicizing team performance, coaching, managing, and of course, performing.
The idea is that students would be engaged to a single team for at least a whole season (single sport).◦ Obtaining broader learning (multiple roles)◦ Affiliate to a group (working together towards a
common goal)
What can the game do?“Sport for Peace” (S4P) promoting the in
the learning process and positive interactions.
Life skills such as trust, respect, sharing responsibility and even sense of family
(Ennis et al., 1999)Football for Peace (F4P). soccer to promote the approximation of
Jewish and Arab children in the region of Galilee, Israel.
(Sugden,2006)
But, what else can the game do?
In 2007, Iraq was the unexpected champion of the Asian soccer cup providing a rare moment of national joy
The excitement was even able to unite religion rivals to celebrate the national team accomplishment
But, what else can the game do?
On March 14th 2009 in the city of Hilla (100km from Bagdad)
A professional soccer player was shot by a fan when he was found in a scoring situation that would tie the match in the closing moments.
The incident may be interpreted as an isolated case of violence that represents the many years of war in which this country has lived.
Negative outcomes can also be originated from playing games of diverse levels and from many different places.
But, what else can the game do?
(Kerr, 2005) (Lewis, 1996)
But, what else can the game do?It has become the
Physical Educator duty to promote discussions of the sports, games and physical activities values and attitudes in order to develop a reflexive viewer that is able to have a critic perspective
(Betti, 2004)
Nevertheless... PE has been majorly used as a form to reinforce the values on how sports became popular in our society.
Sports have been used in education within an ideological conquest of capitalism, i.e. it promoted competitiveness, aggressive behaviour and individualism
(Gems, 1999)
But, what else can the game do?The declining
participation on physical activity among youth in US society may have part of its origin due to gender, race and social class differences, which have not been properly considerate in the physical education curriculum.
According to Clarke (2006) boys successful participation in team games provide a valued and reinforcement in their peer groups, whereas girls are not as celebrated by accomplishing the same achievement.
“I love this game”
However, does love only promote goodness?
Have you ever heard about passionate crime?
Games may provide...
trust, teamwork and caring
rate, segregation and individualism
Games are not inherent good
So, who will your students be?
?
So, who will your students be?The country would be filled with both
sadness followed by pride and happiness followed by embarrassment.
Terry Fox and Ben Johnson◦same sport◦same place (country)◦same time period
Regardless of cultural differences fantastic and awful outcomes may have its origin in games and sports.
So, who will your students be?PE and many other physical activities runs in
every social-economical standard. As physical educators our goal must go beyond the game.
There are two other hidden stories that we do not know much about: ◦ Bob McGill (Terry’s PE teacher)◦ Charlie Francis (Ben’s Coach).
How were their influences over these two personalities?
Which path would you rather promote?
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