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ERIC Number: ED130994
Record Type: RIE
Publication Date: 1972
Pages: 79
Abstractor: N/A
Reference Count: N/A
Education Through the Games Experiences: An Individualized Approach for the Teaching of Games to Six to Thirteen Year Olds. Designed for Children Series.
Hardisty, Michael J.
This book is concerned with an individualized approach to the teaching of games for the six to thirteen year age group. It is designed for physical education teachers and classroom teachers involved in the teaching of physical education. It points out that modern classroom teaching techniques are closely allied to those recommended for teaching games, and that the physical education teacher does not need to be a person of physical expertise, but rather a master of inspiration to engender activity in a group of children. Four questions are suggested for consideration in order to facilitate a situation of total pupil involvement of physical activity and ideas: (1) Are the skills taught appropriate to the level of ability and understanding of the children? (2) Are they taught in a manner that allows for individual differences within the group? (3) Does the lesson allow for maximum possible pupil activity in skill acquisition and in the game activity: and (4) Do the situations posed consider the attitudes of the group towards rules of the games, competition, and cooperation with others? The initial chapters introduce the rationale for change in methods and content of children's game activities. Principles of child development and learning are presented to guide the teacher in setting the tasks and the environment for activities. Illustrated lesson plans are then developed in grade/age level sequence detailing individual and group activity as well as problems and limitations around which children can invent and create their own games. (MM)
Educational Designs and Consultants, 3259 North Shore Road, Bellingham, Washington 98225 (No price quoted)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A