Games for the Playground, Home, School and Gymnasium, Jessie Hubbell Bancroft [best books to read for knowledge txt] 📗
- Author: Jessie Hubbell Bancroft
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Group play, by which is meant the division of a large number of players into smaller squads or groups, is undoubtedly the best method for getting the best sport and the greatest playing values out of most games. Such a division of players is not always an easy matter to inaugurate, untrained players being inclined to follow the teacher from point to point in the playground. This may be obviated by appointing group leaders, each of whom should understand the game to be played and be appointed to take charge of it. Older children, and almost invariably the children who are disorderly or inclined to disturb the general harmony and discipline of the playground, are the best ones to charge with such responsibility. This method serves the double purpose of quelling their disorderly propensities by occupying them in a position of responsibility, and takes care of a group of players at the same time. When the group method is used in schools, it is advisable to appoint the leaders of the groups, or allow the children to elect them, before leaving the class room for the playground.
The choice of games to be played should be left to a vote or suggestion of the players. The teacher's function in this regard is to suggest, not to dictate. In schools this choice may generally best be made in the class room, before a class goes to the playground.
A teacher should be ready with suggestions for new games or occupation of some sort when interest wanes in a game that is being played; but a new game should not be suggested until there is evidence that players are tired of the old one. Do not make the mistake of thinking that children want to play games incessantly during a half-day session of a playground. Children like quiet pursuits occasionally as well as do adults, and it is well to alternate games with such quiet periods and also with marching, gymnastics, folk dancing, or periods of free activity. So-called quiet games will be found useful under such circumstances.
Each playground leader or teacher should be provided with a whistle. This saves a great deal of strain on the voice, and should be understood from the outset to command instant quiet, all play to be suspended when it is heard. The most joyous play goes always with the best discipline. Both children and adult players like strength and decision in a teacher or leader. Indeed, they instinctively place themselves under the leadership of the decided and dominant characters among themselves. It has been the experience of the author that discipline in schools is greatly helped by the playing of games, partly because the privilege of play or its loss is one of the strongest incentives to order at other times, but also because of the happy outlet afforded for normal tendencies and the disciplinary training of the games themselves.
Get the playing values out of games. By this is meant, see that every child gets as much opportunity as possible for participation in the actual physical exercise of the game and in all the phases of play that make him a successful, alert, resourceful player. The result of this and the test of it will be the amount of interest and sport in the games. Do not make the games too serious. Get laughter and frolic out of them.
Encourage timid pupils to give dares and to take risks. No class of players needs more sympathetic or tactful understanding and help from a teacher than the timid. Such children often suffer greatly through their shyness. They should first be brought into play in some form of game that does not make them conspicuous; one, for instance, in which they do what all the other players do, or merely take turns. Such children should be encouraged by praise of their successful efforts, and especial care should be taken not to call attention to their failures.
See that the selfish or most capable children do not have the lion's share of the play; the opportunities should be equally distributed. It is often necessary for a teacher to distinguish between self-assertiveness, which is a natural phase of the development of the sense of individuality, or selfishness and "bullying," which are exaggerated forms of the same tendency. Both may need repression and guidance, but only the latter are reprehensible.
Encourage each pupil to be alert to see when it is his turn and to be quick in play. Every game should be a sense-training game, developing power for quick perception of external stimuli and quick and expert reaction to such stimuli.
In chasing games, encourage interesting chases, the runner to take unexpected turns and dodges, making capture difficult. The shortest distance between two points for a chase often makes a dull game, devoid of sport.
Young players will need to be helped to use reason and judgment in games, as to when to run risks of capture, how to attack the opponent's weakest point, etc.
Do not treat children as though they were made of glass and fear to see them tumble down. Every child, boy or girl, ought to be able to bear a few falls, knocks, and bruises. This is nature's way of training a child to be more observant or agile. Besides, physical hardihood is one of the best possible results from the playing of games. Do not coddle a child who has received an injury. Cultivate a stoic spirit. If it be a slight injury, have the child go on with his play and he will soon forget it. If it require treatment of any sort, take the player at once away from the playground or vicinity of the other players and apply first-aid remedies until medical assistance can be obtained.
Team play is one of the highest forms of play. The teacher should look for the beginning of the tendency toward it as shown in a fondness for the play of opposing groups, manifest from ten to twelve years of age. This tendency should be encouraged and developed into more closely organized types of team games. The greatest value of team play lies in the coöperation of the players, all working together for a common end, a player's thought and effort being to do what is best for his team rather than to use his skill for individual glory.
Enforcement of rulesThe number and difficulty of rules and regulations governing a game go through a steady increase as children grow older. The games for very little children have practically no rules except the following of turns in rotation. Later come such games as those in which a player's turn comes only on a given signal, and it is a foul to start before this signal, as in relay races. Many other types of rules appear as the games progress. These reach their culmination in ball games where, amid the excitement of a game, a player must exercise heedfulness and restraint in the method of playing upon a ball, the range of movement allowed from a given base, and many other points.
A teacher should understand clearly that the inhibitive power of the will necessary for the observation of rules is a slow and late development, and that its training by means of rules is one of the most important educational features in the use of games. (See Introduction.) Players should therefore not be expected to take part in a game that is much beyond their power in this regard. A teacher should not announce a rule unless sure that it is reasonable to expect the players to observe it. Having announced a rule, however, enforce it to the full extent. To condone the infringement of a rule is equivalent to a lie in its injury to the moral nature of a player. It is a weak-willed teacher who does not enforce rules. Players will respect far more a strict disciplinarian than a weak one. Every player who infringes a rule should suffer the full penalty therefor. Only by such means can there be trained the strength of will to avoid such infringement in the future, for it should be repeated that such infringements are not always the result of intentional cheating. They indicate very often an undeveloped power of will, and the teacher should be able to discriminate between the sneaking cowardice that would win unfairly and mere lack of power. Both causes, however, should lead to the same result of suffering the full penalty for any infringement of rules.
Teach players to play to win—with all their might. But with this cultivate a sense of honor. Have them realize that any victory not earned strictly by their own merits or those of their team is a disgrace rather than a cause for congratulation. No better opportunity can ever be found for inculcating the knowledge that to be trusted is far greater than to be praised. A player should scorn rewards not based on merit, and should be led to feel that a defeat resulting from an honest trial of strength is an honorable defeat; that the real issue is as much concerned with the amount of effort put forth as with the comparative results of it measured with some other player. A defeated player should be led to recognize and do honor to the prowess of his adversary, and so to congratulate him honestly. A sense of superior power should never degenerate into gloating over a defeated adversary or into contempt for his weaker ability. Many thrilling examples of honest mutual admiration between victor and vanquished may be gleaned from the history of warfare, as when Grant handed back the sword of surrender to Lee.
In athletic games players should learn that to question or dispute the decision of judges or other officials presiding over games is thoroughly unsportsmanlike and a species of dishonor. Having once placed themselves under officials, decisions must be accepted without cavil at the time. The natural desire to learn how a decision was reached in an athletic event must be held in check until the judges have opportunity to announce fouls or other features of scoring that determine the result. It should always be borne in mind, by both players and coaches, that the officials, who are each concentrating on some one feature of the play, know what happens far more accurately than the general observer. It is also thoroughly unsportsmanlike, and counts as a foul, disqualifying a player, if he receive directions or coaching of any sort from an instructor during a game.
FLOOR FORMATION.—The terms "formation" and "floor formation" are commonly used to designate the placing of players in the playground and gymnasium in the lines, circles, groups, or opposing sides, necessary for the starting of a game. To accomplish this disposition of the players quickly and without confusion requires a clear knowledge of methods on the part of the teacher. Some methods are here offered, but before giving them in detail a word should be said of the differing psychological effects of the various formations.
The circle or ring formation has a pronounced tendency toward a spirit of unity among players. Each player may see and become somewhat acquainted with all other players in a group, in a way not practicable in any other formation. Any one who has met strangers at a dinner party or committee meeting gathered at a round table will comprehend the significance of this. In the kindergarten, this principle is used largely, each day's exercises opening with the pupils in a circle. A game in circle formation is therefore often one of the best means of making acquainted players who are strangers to each other, and of giving a sense of united interest to a heterogeneous group.
The sense of being united in a common interest, or esprit de corps, may be gained to
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