The Creative Approach to Teaching Games in Key Stages Three and Four

The notion of creativity has been a consistent feature of educational initiatives over the past few years.  The QCA’s creativity project ‘ Creativity: find it, promote it’ (2004) provided practical materials and examples for developing creativity in schools. In 2003 the Office for Standards in Education (Ofsted) carried out a survey identifying good practice in the promotion of creativity in schools. Their report, ‘Expect the Unexpected: Developing Creativity in Primary and Secondary Schools’ found that there was generally high quality in creative work.

These initiatives have been further extended by the report ’Nurturing Creativity in young People’ (Roberts 2006) which set out a clear framework for the further development of creativity in children and young people.

The Government clearly feel that the nation’s future in terms of developing a more dynamic and flexible economy is best served by developing more creativity in our young people.

However Physical Education has been slow to respond to these initiatives. The reports provided above have not identified Physical Education as a catalyst for creative thinking. Indeed there has been only one mention of PE in all these reports.  This was a primary gymnastic lesson! (Ofsted 2003). The research carried out for a forthcoming book ‘Creative Approaches to Physical Education’ to be published in April 2008 by Routledge found that there was a dearth of creative approaches within secondary games with the emphasis continuing to be placed on the traditional approach of skill instruction and performance. However this is not to say that PE teachers are not creative. Far from it, many PE teachers are inventive and innovative but are discouraged by the entrenched ‘status quo’ to games teaching that exists in many schools.

The creative approach to teaching games is certainly not a new idea but it seems to have been forgotten. Perhaps, given the current focus on creativity, the time is right to look afresh at  how we can incorporate creative games into our curriculum.  This article examines the possibilities offered by the creative model to teaching games and looks at two approaches that provide a framework for games development.

Teaching for creativity

  This approach focuses on the children’s creative powers. Pupils are encouraged by the teacher to think of creative solutions to games situations. The teacher does not seek to provide answers for the pupils but allows them to develop their own creative ideas. They act as a facilitator and guide.  The process of creative thinking is seen as more important than the end product. The inclusion of a particular activity is based on its physicality and value to the pupil. The notion of educating pupils for lifelong physical activity strongly influences this process.

Key stage three pupils will already have a broad understanding of the structure of the major games involved in the invasion, striking/fielding and net spectrum.  For these pupils the teaching for creativity approach will allow them to transfer many of the games skills already learnt into new and challenging situations.

There are a number of starting points for the development of creative games. These starting points are:

• Games equipment
• Techniques or skills
• Tactics or strategies  

Equipment led Creative Games

Prior to the lesson or unit of work prepare laminated cards with three or more pieces of games equipment listed on them. Lay out the games apparatus so that it is easy for the pupils to access it.

An alternative would be to allow them to choose two or three pieces of equipment in turn. This gives them more ownership of the learning process, but they may choose games equipment that poses too difficult a task in developing their games. You can monitor this and make adjustments according to their creative ability.

Stage 1   (This approach should be undertaken over a period of several weeks.  A half term is a useful period of time to allow the learning to take place).

Explain the purpose and value of the teaching for creativity approach to the pupils.  This includes:

1. constructing a game that is theirs, something that they have made and created.  It will be unique to them.
2. discovering for themselves why rules are important and what purpose they serve.
3. being involved in their own learning.  They should not rely on the teacher to tell them what to do.  In this sense they are independent learners.
4. sharing their ideas with others.  They should listen to the ideas of others.  They should work together co-operatively to develop the game.
5. communicating effectively with each other and with you the teacher.  They will need to articulate the reasoning and purpose of the games and explain how the game developed in the testing of ideas period.
6. teaching other members of their group, other groups and you their teacher.
7. working and playing safely  (pupils may need reminding here of some basic safety points such as type of involvement in physical contact games, not playing games which involve using pupils as targets, notions of enough space, safe use of equipment).

Stage Two

It would be easy to allow pupil’s free choice of equipment, size of area and number of participants.  There is a danger that they will use too much equipment, devise games with very complicated rules or construct a game that is just an enjoyable low-level activity with little educational merit.

The pupils need to be provided with:

a)            a distinct playing area

b)            a limited number of pupils to each group.  You should decide the composition of the group taking into account the personalities of the pupils.  The groups should be eight to twelve pupils in size.  Too small a group will rule out a team game approach, too large a group would mean too many children would be competing to be heard.

Stage Three

Outline the task.  This is to devise a game in the context of the space available and using the equipment provided.  The game should be safe, fair and enjoyable for all.  Notions of inclusion can be introduced here.  ‘You are all stars’ is the positive message to give, not focusing on one or two people in the group achieving at the expense of others. The grouping of pupils into equal ability groups would be helpful here.

Explain to the pupils that each member of the group should think of a possible game.  This stops the dominant members of the group from forcing their will on the others and dictating which games they want to play.

Stage Four

The pupils should have a period of play with the games equipment that has been given to them.  You should ask them to find other ways of using the equipment other than the ‘normal’.  For instance, if they are using oval shaped balls ask them to devise a game other than rugby!

You could offer unusual combinations of equipment to challenge your pupils.  By giving a group rugby balls and basketball hoops the pupils would be challenged to devise new ways of utilizing the equipment.

After the initial play to discover the properties of the equipment you should ask the pupils to gather as a group and discuss possible ideas.  They are allowed to try out an idea if it seems feasible to them to see if it works in practice.  (By the end of the unit it is expected that each pupil will have come up with an idea. You need to monitor this.  If a pupil cannot devise a game you can act as a facilitator to help them).

There are several possibilities from here.  Some groups will find an activity they enjoy and develop it.  Other groups will find that an idea is either unsafe (you will need to monitor this carefully) or unworkable.  In either event they can sit down to discuss a new idea.  The rule of all sitting down to discuss an idea is an important one.  All too often children start to play with the equipment in ones and twos and do not work, listen or communicate as a group.  The activity then degenerates into a free play activity with little structure.

This process can continue over several lessons.  If a group likes an idea they can start to develop it into a coherent game.  Your role as the teacher is to act as a facilitator, asking open-ended questions and perhaps being a fellow learner, with the pupils teaching you.  Occasionally I take a pupil who is lacking in confidence or ideas to one side in private and explain a games concept to them, which they are then able to take back to the group as their idea in order to both stimulate the group and encourage some self-assurance in the child.

You should make a judgement about the uniqueness of the game.  If it is too derivative of formal recognized games you should ask the group to begin again or to change the game.

Stage Five

Once a game idea has caught their imagination, you could set the following tasks:

• Decide on a set of rules
• Decide on a workable scoring system
• Identify specific techniques
• Identify specific roles with the game
• Decide on specific safety aspects
• Ensure the game is fully inclusive

If the pupils are enthusiastic about the game concept they can continue to play it in order to develop the tactical capabilities of the game.

Stage Six

Once a game has been developed sufficiently, each group should be given the opportunity of explaining it to others in the class and demonstrating how the game works.  The whole class can then play the game in their own groups, coached by the originating players.

The expectation is that each group will produce at least one game that they can demonstrate to the rest of the class.  Some productive groups can produce a number of games over the course of the unit of work.  Part of the fun is finding an appropriate name for each game.

Stage Seven

A variation would be for the class to focus on a specific aspect of the games curriculum: invasion, striking/fielding, net games. This would allow them to see the commonalities between the game forms and to understand how best to implement the skills required to play these types of games. For example the throwing, catching, aiming, striking skills required in rounders and cricket could be utilized in a different format.

Skills or Technique led Creative Games

In this model the pupils could be split into groups of eight to ten.

Stage One

They are given cards that outline developmentally appropriate games skills and techniques. The skills and techniques could be:

• Catching - with two hands, both downward cradle and upward cradle
• Throwing - both under arm and over arm using a variety of objects
• Kicking - different sizes and types of balls
• Travelling with - using a variety of ways such as running with ball in hands, bouncing a ball, travelling with a ball on the ground, both round and oval, using an implement such as a hockey stick to move a ball
• Striking – strike a ball or shuttlecock using a variety of implements including tennis racket, rounders bat, softball bat, table tennis bat, badminton racket, hockey stick
• Aiming – various types of balls using parts of the body or equipment such as hockey sticks, pop lacrosse sticks, tennis rackets, badminton rackets 
• Fielding – various types of balls at different heights and speed.
• Bowling – underarm as in rounders and softball and over arm as in cricket
• Passing – using different parts of the body such as hands and feet. Different types of passing such as long and short, different types of equipment such as a football, netball, hockey stick, rugby ball
• Receiving – a ball with different parts of the body; feet, thighs, hands, arms, chest, head. Receiving balls and other equipment at different heights and speeds. Receiving a ball or shuttlecock with hockey sticks, rackets, pop lacrosse sticks.
• Dribbling – using different sized balls with feet and hands or with an implement like a hockey stick. This is different to travelling because quick turns and close control of the ball should be encouraged.

Stage Two

The pupils can select the cards that appeal to them. The number of cards allowed for each group could depend on the creative and physical ability of the group (you could monitor this and make discreet suggestions).

Stage Three

The pupils are given the opportunity to discuss how to create a game using the various skills they have selected. Each member of the group should come up with an idea. Some groups may ask you if they can have another skill card if it becomes apparent that their game would be improved by a different skill. They are also allowed to request games equipment that will enable them to perform the skills. You are looking for originality, so if a group request a football in order to play an invasion type game of kicking a ball into a goal it would be appropriate to ask them to come up with a more original idea.

Stage Four

The pupils try out the ideas they have developed. They should be encouraged to give everyone’s idea a trial. Too often a pupils’ idea can be dismissed as impractical at the discussion stage but the process of physically trying out the idea is a very valuable one. The reasons why a game may fail will lead to positive outcomes because mistakes will be avoided when other games are tried. The focus of the games should be on the skills chosen.

Stages Five, Six, Seven and Eight – as with the Equipment led game approach.

Tactical or Strategy led Games

This approach focuses on developing an awareness of tactics and strategies that are inherent in games. All of us will be familiar with the inappropriate pass in a rounders match; the bases are loaded and the fielder throws to first base!  This approach poses a challenge to our pupils, to develop a game with appropriate team play and formations. It is an approach more suited to years seven and eight when they will have had the opportunity to develop their games skills but are still not fully exploiting the tactical possibilities of a game.

Possible challenges:

Invasion

Devise a five-a-side game, which requires all members of the team to both defend when the ball is lost and attack when the ball is gained. (Basketball is a good example of this type of game but the pupils should be encouraged to develop their own unique game).

Net

Devise a net game in which the ball or object is not allowed to hit the floor. The court could be rectangular or the pupils could decide to go for another shape. The players could also decide on the height of the net. They should be allowed to decide how to propel the object over the net and how to receive it on the other side. They could experiment with different objects to propel and different equipment to receive it.

The focus is on the player’s awareness of covering the whole of the court between them and of deciding who is going to receive the ball or object sent over the net.

Striking/fielding

Devise a game that requires a ball to be struck and fielded. The teams cannot use a rounders/softball/cricket formation in terms of running between bases or wickets. (This game requires the players to decide a new formation of bases or wickets). The interesting aspect will be if they create a game that allows them to have fielders able to run players out and also to be in a position to catch the batter out.

The pupils should be encouraged to teach the game they have devised to each other. In each of these demonstration lessons the group teaching their game writes a lesson plan, develops drills and skills, gives out equipment, referees the game, keeps score and provides encouragement.

Creative teaching in Games

In this context it is the teacher who is the prime mover in introducing and encouraging physical activity that is outside the normal curriculum provision of most schools.

The approach holds many possibilities for learner and teacher alike.  The pupils are provided with a much greater range of physical activities so their knowledge and understanding of physical education is deepened.  The pupils are given opportunities to take part in activities that many of them would not otherwise get.  In this sense their experience of the possibilities of lifelong physical activity are enhanced because of their greater awareness of the benefits and range of the physical activities available. 

 The following list is by no means comprehensive and is intended as an indicator of the range of activities outside the ‘norm’ that could be offered to pupils at Key Stages 3 & 4. I know many schools are already offering these types of innovative activities.

• Ice hockey and ice skating- if your schools are within travelling distance of an ice rink this could be an option. There are 38 ice-rinks in the country and many of them are keen to develop links with schools
• Golf – If the school playing fields are large enough it is quite possible to offer golf as part of the PE curriculum. Golf clubs and balls can be picked up at a surprisingly reasonable rate. It would not take to much imagination to set up a driving range with cone/flags to donate distances and targets. Many golf clubs wish to attach younger members and may be able to provide tuition and facilities.
• Cheerleading –this sport is for males and females alike. It has a lot of potential in terms of building teamwork and trust as the participants develop their routines and stunts. There are safety issues however and the work would need to be strictly supervised.
• Yoga- this activity teaches body awareness and improves balance and co-ordination. It also enhances muscular strength, endurance and flexibility. The teachers who have taught this have commented on how yoga calms the pupils and allow them to succeed in a measured way without the stress involved in very active competitive situations.
• Ultimate Frisbee – this is very enjoyable and skilled game. The game is played on a rectangular pitch with end zones.  A point is scored when a team completes a pass to a player standing (or more likely running) in the end zone they are attacking.  Players cannot run with the disc (the players call it a disc rather than a frisbee).  When they catch the disc they have to come to a standstill and throw it to another player.  By passing from player to player the attacking team attempts to progress up the pitch towards the end zone. If the disc hits the floor or is intercepted or knocked down by the other team then the opposition takes possession at the point where the disc landed on the ground.   Ultimate is essentially non-contact and any contact between players can be declared a foul. 

Disc Golf  (Frisbee Golf)

Disc Golf is a sport in which individual players throw a flying disc (Frisbee) into a basket or sometimes at a target.  As with golf the object is to play a number of holes in the least possible throws. Most holes are a par three because of the need to fit a course into the space available. The ‘hole’ is a metal basket with chains hanging over it. However for school use a post or target would do as well. This is a very worthwhile summer activity and those pupils who like individual sports rather than competitive team sports should really enjoy the challenge and skills involved. 

New Age Kurling

This is a very enjoyable activity that the pupils will really enjoy. New Age curling is a form of the original curling game but is adapted so that it can be played on any smooth, flat surface like a sports hall floor. One of its advantages is that it can be played equally well by both able bodied and disabled people. The game is played with rubber or plastic kurling stones and pushers. The stones have to stay in the vinyl curling style target, which can be moved to an appropriate distance for the participants.  

The intention of this article has been to provide some examples of how the games curriculum could be enhanced by the inclusion of activities not normally associated with the subject.  Hopefully pupils will both enjoy and learn from the opportunities provided by these different experiences.  Lifelong physical activity encompasses a wide range of activities many of which are not traditionally taught in the PE curriculum.  With the worrying increase in childhood and adult obesity the time is right for physical education to play a key role in improving the long-term health and well being of our children.   By being creative in your PE lessons and curriculum you can inspire pupils to undertake lifelong physical activity.

REFERENCES

Office for Standards in Education (2003) Expecting the Unexpected: Developing creativity in primary and secondary schools, London: Ofsted

Qualifications and Curriculum Authority (2004) Creativity, find it, promote it, London: QCA

Roberts, P. (2006) Nurturing Creativity in Young People, London: DCMS & DfES