Games-Making: What we know and future research agenda

Student-DesignedGames
Ashley Casey, Peter Hastie, and Ben Dyson

Aim to show that student designed games is a way forward in developing teaching and learning in physical education.

Some predict the
extinction
of Physical education

Games-making involves pupils in a mutually-designed and owned game in which they decide upon the rules, and find answers to problems that arise.

Search for
Innovation
Not ‘Normal’ PE
StudentLearning
Significant
Buying in

Search for Innovation

“there wasn’t really any boundaries with the game that we could design, so we could be creative and choose whatever we wanted”
- Male Student

“it’s like your own idea and you’re not doing something that you were told to do”
- Female Student

“The beginning bit, when we had to come up with something from scratch, that was quite hard”
- Female Student

“most of the games we’ve made up have all been based on netball so it’s like every lesson we’re doing kinda netball with a twist, which isn’t great for some people”
- Female Student

Not ‘normal’
physical education

“I think PE has been a time to mess about for the whole time I’ve been at school”
- Male Student

“Usually in PE it’s just like...sport and you just play”
- Male Student

“this particular group of kids we’re working with, they’re not particularly sporty, they’re not particularly competitive, they’re not particularly good at PE, it’s one of those types of groups so for them to spend the next two years doing practical PE where we’re saying “You need to get better at netball, you need to get better at hockey”, I think they’re intelligent enough to know “why would I want to do that? I don't particularly enjoy it, I don't have that particular edge”, so I think it’s a good change”
- Female Teacher

“they’ve gained knowledge, an understanding of games and how games are created and what makes up a game, whereas previously when we’ve taught them, it’s a case of we tell them everything they need to know about the game and then we go and play it, obviously with some structured teaching within there as well but with this, they’ve had to dissect again and build it back up and I think that’s been beneficial to a lot of them. ”
- Male Teacher

“This half-term’s been good because I can look forward to PE now”
- Female Student

Student Learning

Learning -
“creating a game, thinking of everything and then because it didn’t work, we had to create a new one and that was even harder...”
- Female Student

Learning a new skill set –
“I don’t think we were familiar with the situation, before we were split into boys and girls in normal PE but then we got used to it, we knew we had to work together to achieve...”
- Male Student

Learning how games work -
“It’s not just you’re told a game and you do it, you actually think more about it...”
- Male Student

Learning what is easy and what is difficult-
“there’s bits we had to make up rules and if it doesn’t really, like when you score a goal, you had to make it easier to score goals so that the game didn’t slow sown and get boring and it was quite hard..”
- Female Student

Learning what makes a good game -
“I think was really different because before we just played a game, we got taught how to play the game and we played it whereas this time you'd got to think more about why other games are like, why other games are good so you've got to try and make your game good, so base it on some other games but change things as well.”
- Female Student

Significant
Buying in

“It’s like much more fun because in normal PE you have to something and go by your teacher’s rules, this time you can play by your own rules”
- Female Student

“I think there’s more of a challenge for the children than there was previously in their lessons, so more of a direction, more of an aim and I feel they’ve got more of a focus in their lessons rather than previously”
- Male Teacher

“I have seen some positive stuff, I’ve seen a few girls that I wouldn't have expected to come forward and not necessarily take them on and take the lead, but are coming up to me and saying, “Miss, I’ve got a really good idea, why don't we do this ...?”, they’re girls that really are not into this competitive sport side of the curriculum and they’re coming up with some good ideas”
- Female Teacher

An Agenda for
Future Research

Who makes the best games?

Is this learning readily transferable to existing games?

Does games-making replicate the social learning advantages of Cooperative Learning and Sport Education?

Do the students benefit from working in roles other than that of player?

What do students remember about games-making?

Picture Credits
Slide 1 – “Home Design” by Forwardcom on Stockxchng
Slide 2 - “Sexy Bow” by g-point on Stockxchng
Slide 3 - Image from iStockPhoto
Slide 4 - “Fossil 2” by BTK on Stockxchng
Slide 5 - Image from iStockPhoto
Slide 6/10 - “Watching” by ngould on Stockxchng
Slide 7/15 - Wellington Physical Training School Men doing stretches 1898 by National Library NZ on Flickr
Slide 8/21 - Image from iStockPhoto
Slide 9/27 – “2 Dollars” by carlsilver on Stockxchng
Slide 31 – “the teacher” by Prozac74 on flickr

Games-Making: What we know and future research agenda

by Ashley Casey on Apr 13, 2011

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Games-Making: What we know and future research agenda — Presentation Transcript