Developmentally appropriate curriculum ideas refer to activities that are selected to match the psychomotor, cognitive, and affective needs of children (Plimpton & Sweeney, 2000). Games can be divided into several categories: tag games, games of low organization, game of higher organization, cooperative games, and relays. When a teacher selects games for a class to participate in they need to consider several important aspects: a) objective of the game, b) maximum participation, c) psychomotor difficulty,d) cognitive difficulty, e) affective difficulty, f) equipment, and g) safety.

Types of Games

Tag games usually involve locomotor movements coupled with the skill of tagging (touching) other children. Good teaching tips to remember when children play tag games are: 1) have the "its" each carry a yarn ball and tag others by touching them gently, 2) choose 2-3 "its" per game to maximize the participation of those children being chased, and 3) establish boundaries for safety. Tag games enhance agility, spatial awareness, speed, and aerobic endurance. Manipulatives can be added to incorporate hand-eye/hand-foot coordination, throwing skills, catching skills, dribbling skills, kicking/punting skills, and passing skills.

Games of low organization emphasize simple concepts and have few rules. Furthermore, these games concentrate on a limited number of movements at any one time so children have the opportunity to refine their motor skills in a fun atmosphere.

Games of higher organization include more complex skills, rules, concepts, and strategies. Although younger children can enjoy these games, the majority of higher organization games are designed for grade 3 and above.

Cooperative games have been designed to promote teamwork and minimize the stress and pressure of competition. Since these games concentrate on teaching cooperative strategies rather than motor skills, they are not a good selection for high activity level. They are highly suggested for recess time, closing activities in a lesson, activities for special days, as stations in field day events, and as activities in a non-competitive intramural program.

Relays, in their traditional form, may not be the best selection for promoting self-esteem and self-concept development. As children travel to a cone and back, others are watching them, and if they don't do well, their peers are apt to let them know with unkind words or treatment unbeknownst to the teacher. Therefore, consider the following recommendations when planning relay contests. First, design relays around the principle of maximum participation. This means to have as many children active as possible this will provide little time for social evaluation by peers. Secondly, pay close attention to safety by specifying precise starting lines and turn around points, proper ways to tag the next person, and allowing plenty of space between turning/stopping points and gymnasium walls. Lastly, reduce the emphasis on winning by rotating children to different relay teams after each race.

Principles of Game Selection

When teachers select games for children to play they need to carefully consider the following important aspects. Answering the following questions will help assure quality participation time for your students.

• Objective of the Game: What is the object of the game? Is it related to the skills to be enhanced? Is it competitive or cooperative in nature?
• Maximum Participation: How many children can play at one time? Is there a lot of waiting during the game? Are children eliminated? If so, what do they do if they are eliminated? Is the game vigorous enough in nature to contribute to enrich each child's fitness level?
• Psychomotor Difficulty: Do the students have the skills that are required to play the game successfully?
• Cognitive Difficulty: How many rules and how much strategy is involved in the game? Will the children be able to understand and apply the rules?
• Affective Difficulty: Do the students have the social skills that are required to play the game effectively?
• Equipment: What equipment is necessary and is it available in an appropriate size for the children involved?
• Safety: What measures must be taken to assure safe participation in this activity?

When choosing games for children, take into consideration children's developmental status, previous movement experience, fitness/skill levels, body size, age, equipment to be used, the playing area, and your teaching approach. Additionally, be sure to ask yourself a series of reflective questions similar to the ones listed above. Have fun and enjoy!

Reference:   Plimpton & Sweeney.  Physical Education for the Elementary Classroom Teacher (2000).

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