The pleasure of motor playing and developing


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Keynotes of the workshop delivered at University of Applied Sciences of Koblenz (GER), 22nd october 2013

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The pleasure of motor playing and developing

  1. 1. Workshop: The pleasure of motor playing and developing (Room A264) University of Applied Sciences Koblenz International Week, Faculty of Social Sciences October 22nd 2013 Gil Pla, Ph.D. aka @gildevic Lecturer at University of Vic, Barcelona Physical Education Research Group Faculty of Education, Translation and Human Sciences
  2. 2. The pictures appearing in these slides are taken from with this authoring license or taken from my own and from Núria Franc with children rights within.
  3. 3. By Mantasmagorical, Personal website: Slideshare: E-mail : Twitter: @gildevic LinkedIn
  4. 4. 1st part: Motor play Contents: By Ladyheart, • The motor play • Game types
  5. 5. Video (while watching it you can pay attention to the children games, the kind of activities they do, the intensity of their activity, the way the adults act around them, the pleasure shown,...)
  6. 6. #1. Group discussion about: • What did the children in this situation? • What show us the children playing in this video? • Which was the significance/importance of these situations in their development? •… Result: “the keywords of playing and developing by motor playing”
  7. 7. #2. Group discussion about: • Which games have you seen in the video? • Could you organize/categorize them in groups? • Which being domains are involved in every kind of situations? •… Result: “keywords mind map of every type of motor play”
  8. 8. ...maternal games Photo by Núria Franc
  9. 9. …pre-symbolic games
  10. 10. Photo by Núria Franc …construction games
  11. 11. ...sensorymotor games
  12. 12. …symbolic games
  13. 13. ...symbolic games (histories, roles,..)
  14. 14. 2nd part: Intervention Contents: • Affectivity on the game • Intervention
  15. 15. Let’s move/play (as long as the game-rules were respected and while playing be free to act, be free to feel, be free to enjoy,...)
  16. 16. #1. Peer discussion about: • What kind of feelings have I felt playing/moving? • How the others had make me feel something or change my behaviour during the activity? Result: “self-understanding and children-movement-understanding”
  17. 17. The biggest/strongest part of the intervention is not explicitly shown or usually is hidden By Gabrielrochette, The intervention as an iceberg...
  18. 18. The biggest/strongest part of the intervention is not explicitly shown or usually is hidden By Gabrielrochette, The intervention as an iceberg...
  19. 19. The intervention must lead into... emocionally Safety and secure environment physically
  20. 20. …then If Human being as a unity In a real/global/deeper expression of every single child is respected Body/movement intervention Global development in all being domains (cognitive, emotional, social & physical) This goal, during the motor play, can be achieved
  21. 21. 3rd part: Closing Discussion, feedback, farewell By click,
  22. 22. Intervention goals (Franc, 2004): • • • • • • • Become an interlocutor of the child. Provide emotional respect and recognition. Collect and evolve the children game productions. Give sense and content to the children game. Promote the manifestation of the intrapsychological reality. Encourage psychological maturation. Promote the passage from the act [movement] to the thought.
  23. 23. What to DO: • • • • • • • • • • Provide enough time, space and materials to children. Encourage children to explore nature and environment around them through play. Let the children feel the emotions through their play and give symbolic sense to understand these feelings. Give freedom to the children to use the materials as they like, but set limits to the freedom when it comes to respecting other’s freedom. Talk to children respecting, recognizing and supporting the game. Encourage group activities such as role/symbolic play, history developing, … Include disadvantaged and differently abled children in play. Continually builds on, challenges and extends children’s experiences. Provide safe, challenging, inclusive and enjoyable experiences that are. Take your time in watching and analyzing in order to interpret what the children do during play. Accept what the children do as an expression of their own identity.
  24. 24. What NOT to DO: • • • • • • • Don’t impose adult standards or decisions on children. Don’t make them conscious of their play materials by constantly reminding them e.g. to keep the crayons new and keeping the block unbroken etc. Don’t put undue restrictions and rigid rules when children play, lack of freedom and rigidity hampers creativity, originality and be their selves. Don’t enforce stereotype gender perspective i.e. girls can’t play with ball and bat and boys can’t play with dolls. Don’t express negative attitudes to children’s work by calling it a waste. Don’t use the same monotonous phrases and tone while praising children’s work. Don’t compare children’s games, knowledge or attitudes.
  25. 25. Ma: „Mom, I reach an „A“ in geometrics!!“ Mo: „Congrats! smuuuuack!!“ G: „I congratulate you, ruinyhomes!!“
  26. 26. „Forbidden to step on grass“ L: „Damn the desire that I had to step on grass, but it makes me sick of being told of what I know what I shouldn´t do!“
  27. 27. G: „Hoop“ M: „Forget hoop and go away, I´m busy“ G: „Yeah, hoop done“
  28. 28. Felipe: „Mit den Begriffen Verdauungstrakt oder Verdauungsapparat (lat.: Apparatus digestorius) werden die Organe zusammengefasst, die der Aufnahme, der Zerkleinerung und dem Weitertransport der Nahrung dienen, um diese letztlich zu verdauen und die darin enthaltenen Nährstoffe für den Körper verwertbar zu machen. Weitere Synonyme für den Verdauungstrakt sind Canalis alimentarius und Systema digestivum... Teacher: „Well done Felipe, I see you have studied, you can go to your seat“
  29. 29. Thanks you for your attention.