Invention of sports games in a cooperative method and with self-constructed material
Keywords:
cooperative learning, didactics, hybridization, innovation, sports games, pedagogical modelsAbstract
The goal of this workshop is to experiment with the invention of games along with other pedagogical models such as cooperative learning, self-construction of materials, and comprehensive teaching of sports games (Méndez-Giménez, 2004; 2010). This hybridization is based on the structure of learning teams and rotating roles in which students interact and make decisions with their peers to create and design playable game activities. The connection with the integral model is aimed at developing knowledge about the nature of sports games and the transfer of common tactical principles between modalities of the same tactical category. The design framework is Almond's (1996) taxonomy of sports games, extended by Méndez-Giménez (2009). The self-construction of materials enriches the creative process, brings variability and novelty to this hybridization, and reinforces collaboration both in the construction of artifacts or tools and in the evaluation of these constructed resources. To do this, we will go through the first three phases of the sports game invention unit: (1) introduction, (2) game design, (3) testing your own and others' games, (4) refining the final game, (5) establishing the game, and (6) intraclass or interclass championship of the selected games. Small mixed groups are formed among the participants and roles are assigned. First, each group will construct the material that will be used in the game design (the Atomium). Next, the type of game each group will create will be determined. Participants will then work on designing a novel and inclusive game. Finally, created games will be shared between the teams in order to perfect each creation and to receive and give feedback. This hybridization can have a significant impact on the didactics of Physical Education and sport initiation by combining pedagogical models. Its applicability in the different levels of education, from primary to teacher training, is highlighted.
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