As well as developing and encouraging a physically active lifestyle, games is also important in developing in children their motor skills, and other skill developments which can be applied to a variety of games and sports. Games allow children to explore their own body, and express themselves through movement. Williams (1989) states that there is an enormous responsibility to provide children with activities which develop bodily and manipulative skills, which are an important expressive communication of feelings. Key stage 1 of the national curriculum states that pupils should be taught elements of games play that promote spatial awareness and including running, chasing and dodging to avoid others. Thus, giving the pupil opportunity to develop their motor skills, and respond to control their bodies in the world around them. During a games lesson children are also given the opportunity to develop the acquisition of a variety of skills, such as passing, shooting and dribbling. Key stage 1 of the national curriculum highlights these areas, stating that pupils should develop areas such as throwing, striking, rolling and bouncing. Key stage 2 emphasises on this, stating that common skills and principles should be learned. Children therefore learn and develop skills which can be adapted to a games situation. Almond (1997), states that the initial role of a games leader is to determine the skills of a game to teach, which will ensure a sound base from which children can view other games. Games are also effective in that it allows children to gradually develop their skills over a period of time. This is highlighted in key stage 1 of the national curriculum, which states children should work individually and, when ready, in pairs and small groups. The use of “when ready”, suggests that children should not move forward too quickly. Lenal (1984) states that it is a great step forward when children learn to adjust their action to each other and it should not be pushed. Through games children are given the opportunity to place their newly developed skills into a games environment. In order for children to gain as much from these experiences, key stage 2 and 3 state that children should be taught to play small sided, modified versions of games. The use of small sided games gives children a better opportunity for involvement in the game. Siedentop (1994) states that the demands of a large sided game are not matched to the developmental levels of the students, and the skills learned in isolation are seldom displayed appropriately in the game context. Therefore games give the child more involvement, and ensure a more varied and valued practice. Modification of games, allows the child to play a modified version of the adult game. These modifications can include the nature and size of equipment, the size of the court or the reduction of more complicated rules. These small sided, modified version of games, provide children with a better chance to execute and develop there skills which leads to better enjoyment and understanding of the game. It can therefore be seen that games provides children with a wide variety of skills, which can be adapted to a variety of sports giving them a freedom of choice in later life.
Another key area games is effective in developing is knowledge and tactics. During a games situation, the knowledge and tactics of a game are vital components in order for success. Williams (1989), states that the success of a game depends upon the creative power of the children. Key stages 3 and 4 highlight the ability to develop techniques, tactics and strategies in a games situation. Games in the national curriculum therefore provide with the opportunity to be creative through sport. Children apply the skills they have developed through the key stages, to finding solutions to different challenges such as beating the opposition in a sporting situation. Students are capable of devising simple strategies and tactics, which are placed into games practice (Almond, 1997). It is through this games practice that pupils in key stage 4 can develop their own strategies, which can be placed into their chosen competitive sport.
Games is also successful in promoting social interaction, and therefore enhancing in a child self esteem, and self confidence, two extremely important areas in a child’s mental development. Key stage 1 allows children to create and develop cooperative and competitive games. This gives the children the valued experience of decision making, which will eventually be applied to real game situations. Lenel (1984), states that cooperation between players is very complicated and very important. It is therefore vital that children are introduced to it a young age. Through working as part of a team in a games lesson, children are placed into situations for social interaction to occur. It is through this social interaction that a child’s self esteem and confidence is enhanced. Effective communication is required for success in a games situation, this need for communication is not as evident in other areas of the curriculum, for example, effective communication for success is not required in swimming or gymnastics. Williams (1989) states that play stimulates the child’s use of language and through experiences of play, young children will mix with others. Interacting with other children, will allow early on for friendships to be made, and therefore allow a child to discover how relationships are formed. Also, placing children in a team situation, instantly introduces the chance for interaction to occur, the children must come together in order for success to occur. It can also create problems, but it is in working through these problems of peer relationships through teams that children and youth grow and mature (Siedentop, 1994). Also a child’s self esteem and confidence will increase if there choices in a game have lead to success in competition, considering there is not too much emphasis placed on competition, as this can lead to isolation. Improving performance is important in the development of self esteem. This therefore associates with the mention of small sided, modified games in key stages 2 and 3 of the national curriculum. These small sided, modified games, not only increase skill level but also provide the pupil with a heightened chance of success, which will improve their confidence and esteem levels. Seidentop (1994), states that a child who recognises an increase in personal performance, will continue to increase their confidence in sport. During key stage 4 a pupils personal and social skills are highlighted for development. Pupils are given the opportunity to adopt various roles in games e.g. sports coach, official tournament organiser etc. This increased responsibility through games, gives pupils opportunities to improve their self esteem and confidence through leadership roles. Having dexterity of roles through sport, Seidentop (1994) suggests this leads to a more complete understanding of sport, and a long term connection with sport. Throughout a games lesson praise from teachers is also important, as a child’s self esteem will heighten if they are being encouraged at each stage of development. Games are therefore an effective way in shaping a child’s personality and for encouraging future involvement in sport.
The moral development of children at a young age is important, as it builds character. Games are an effective way of promoting in children fair play and of observing conservations of play. The teacher therefore has an important role to play in order to ensure that individuals understand the meaning of fair play. A significant emphasis is placed on observing the conventions of fair play, honest competition and good sporting behaviour through key stages 1 to 3 of the national curriculum Seidentop (1994) states that the teacher should provide purposeful practice for good sporting behaviour, and that he/she should design an educational environment where fair play and sporting values are taught and reinforced consistently. The games lesson continually provides this environment, as competition will be evident in nearly all game situations. This therefore provides the opportunity for fair play to be encouraged, and emphasise that what matters most is not who wins or loses but playing fairly. . Therefore by promoting to children this from early on the teacher will be able, through games, to shape the child’s character through sport and eventually life.
In conclusion, after close examination of games as part of a child’s schooling, I feel it is clear to see the wide range of positive attributes that evolve from participating in games during a child’s physical and mental development. From the obvious long term benefits of a physically active lifestyle, to the development of character and self realisation. No-one can doubt the appeal of games to children, they provide opportunities for children to pit their wits, test their physical powers and extend their relationships (Williams, 1989). Through interpretation of the national curriculum for games in physical education, it is evident that the development of a child’s physical and mental health, is the main areas hoping to be enhanced in a child’s educational life. The national curriculum hopes to produce healthy children who will be able to function happily and efficiently in society, and hopefully continue their physical education into adulthood.
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