Exploring Student-Designed Games in Physical Education: Teaching Approaches and Educational Outcomes

The concept of Student-Designed Games (SDG) has evolved significantly since its inception in the late 1960s. Initially introduced by Mauldon and Redfern, the idea posited that children possess expertise in game playing, thus warranting the freedom to create their own games. This foundational belief underpins the educational philosophy surrounding SDG, emphasizing student agency and creativity. The literature categorizes SDG into three distinct periods: Characterization, Diversification, and Teaching and Learning. Each period reflects a progression in understanding the educational outcomes and methodologies associated with SDG. The Characterization period focused on identifying potential educational outcomes, while the Diversification period explored various curricular applications. The current Teaching and Learning period aims to enhance student experiences through diverse teaching methodologies. This evolution highlights the increasing recognition of the importance of student involvement in the game design process, which is crucial for fostering engagement and learning in physical education.

The methodologies employed in teaching Student-Designed Games are pivotal in shaping educational outcomes. The Teaching Games for Understanding (TGfU) model, introduced by Smith, integrates various game categories to guide students in their design processes. This approach emphasizes critical thinking and problem-solving, essential skills in physical education. Furthermore, the jigsaw classroom method proposed by Hastie and Casey ensures that every student participates in the game design process, promoting collaboration and inclusivity. Giménez's concept of assigning specific roles to students further enhances engagement, mirroring the Sport Education model. Recent methodologies, such as Butler's ten-stage process, aim to instill democratic principles within game design. These methodologies not only facilitate the creative process but also address the challenge of balancing game design time with playtime in physical education classes. The integration of Information and Communication Technology (ICT) has also emerged as a significant tool, allowing students to collaborate beyond classroom settings, thereby enriching their learning experiences.

The educational outcomes associated with Student-Designed Games are multifaceted, impacting both students and teachers. Research indicates that SDG fosters greater student engagement and collaboration, essential components for effective learning in physical education. The comparative analysis of different teaching approaches reveals that the use of ICT tools can enhance student involvement and creativity, while traditional face-to-face interactions promote social skills and teamwork. The study highlights the importance of understanding the unique strengths and weaknesses of each approach, as the successful implementation of SDG depends on various factors, including the school environment and the beliefs of teachers and students. By establishing a deeper understanding of these dynamics, educators can tailor their teaching strategies to better meet the needs of their students, ultimately leading to improved educational outcomes. The findings underscore the value of SDG as a pedagogical tool, advocating for its broader adoption in physical education curricula.