Workshop: The pleasure of motor playing and developing (Room A264)

University of Applied Sciences KoblenzInternational Week, Faculty of Social SciencesOctober 22nd 2013

Gil Pla, Ph.D. aka @gildevicLecturer at University of Vic, BarcelonaPhysical Education Research GroupFaculty of Education, Translation and Human Sciences

The pictures appearing in these slides are taken from http://morguefile.com/ with this authoring license or taken from my

own and from Núria Franc with children rights within.

Personal website: http://about.me/gildevicSlideshare: http://www.slideshare.net/gildevicE-mail : gil.pla@uvic.catTwitter: @gildevic LinkedIn

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1st part:

Motor playContents:

• The motor play• Game types

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,...)

#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”

#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”

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Photo by Núria Franc

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…construction gamesPhoto by Núria Franc

...sensorymotor games

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...symbolic games (histories, roles,..)

2nd part:

InterventionContents:• Affectivity on the game• Intervention

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,...)

#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”

The intervention as an iceberg...

The biggest/strongest part of the intervention is not explicitly shown or usually is hidden

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The intervention as an iceberg...

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The biggest/strongest part of the intervention is not explicitly shown or usually is hidden

The intervention must lead into...

Safety and secure environment

emocionally

physically

…then

Human being as a unity

Body/movement intervention

is respected

Global development in all being domains (cognitive,

emotional, social & physical)

This goal, during the motor play, can be achieved

In a real/global/deeper expression of every single child

If

By click, http://morguefile.com

3rd part: Closing Discussion, feedback, farewell

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.

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.

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.

Ma: „Mom, I reach an „A“ in geometrics!!“

G: „I congratulate you, ruinyhomes!!“

Mo: „Congrats! smuuuuack!!“

„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!“

M: „Forget hoop and go

away, I´m busy“

G: „Yeah, hoop done“

G: „Hoop“

Teacher: „Well done Felipe, I see you have studied, you

can go to your seat“

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...

Thanks you for your attention.