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ERIC Number: ED131008
Record Type: RIE
Publication Date: 1976
Pages: 127
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How to Change the Games Children Play.
Morris, G. S. Don
This book presents the thesis that the structure of games must be analyzed in terms of the specific behavioral objectives sought in their activity. It asks teachers to look at games before using them in the classroom, rather than attaching unwarranted values to games as justification for their use. It also demonstrates how one can structure games to account for individual differences as well as promote specific behavioral outcomes. Another theme of the book is a plea for alternatives and changes in the structures of games. The first chapter emphasizes how the structure of a game--the design--dramatically influences the behavioral outcomes displayed by the participants. The next chapter introduces a tool--games analysis-- that both teachers and youngsters can use to aid better structure within a game in order to enhance specific resultant behaviors. The next few chapters impart information regarding task analysis and other pertinent concepts with which one should be familiar in order to change, adapt, or design a game. A more detailed discussion of how to introduce the games analysis concept in school systems at the elementary and secondary levels follows. The reader is next provided with examples of qames from which it is hoped more games will be designed to meet the needs of the participating children. All of the games presented have been either played or designed by children. They are organized into sections on softball, volleyball, basketball, tag and relay games; within these sections games for elementary school, secondary school, and exceptional students are presented. The appendix lists factors and choices considered in the analysis and design of games. (MM)
Burgess Publishing Company, 7108 Ohms Lane, Minneapolis, Minnesota 55435 ($3.95)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A