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This is an excerpt from Student-Designed Games by Peter Hastie. Before completing the scale, students are introduced to the game by the group that designed it. The rating scale in assessment 12.6 (page 173) can be used in the early stages of game design and focuses on a game’s novelty.
In the last two decades, the promotion of physical activity has emerged as a primary outcome variable for all school physical education programs. Programs that employ Sport Education also have a responsibility to optimize students’ opportunities to accumulate ample physical activity both in physical education classes and throughout the school day. Parents can be asked to sign the out-of-class physical activity log as a means of certifying the students’ independent physical activity.
It is the purpose of this book to introduce you to the process of teaching games making as a way of engaging all students in your classes, essentially by making games for learning instead of playing games for learning. When we play traditional games, the game player is not part of the discussions involved in developing the ideas, designs, and strategies of those games. The games developed during units of student-designed games therefore become what are called shareable artifacts.
The second necessary condition is that a game must have rules, and these rules provide both descriptive and defining frameworks for how the goal is to be achieved. The descriptive and defining frameworks, together with a game’s restrictions, make up a game’s constitutive rules: those that define all of the circumstances that must be satisfied when participating in a game. There must be a goal, rules that provide the framework of the game, rules that restrict what people can do in order to ...
