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Sports are always competitive. We do whatever we can to prevent ties from occurring in sports and always feel disappointed when we finish second. Games, on the other hand, are unique because they can be cooperative. Cooperative games can help build a stronger sense of community in the classroom and reduce bullying. I do still think there is tremendous value in playing sports and exposing students to some competition. I would emphasize respect, fair play, sportsmanship, etc., but think coming second can teach a person a lot as well.

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A game is something that teaches fundamental movement skills and can therefore include a wider variety of students of different ability levels. It is a stepping stone to playing sports. Sports is a more competitive form of games. It requires students to know and compitently perform fundamental movement skills on top of following specific rules while competing against someone else.

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Based on my experience in physical education, sports may require: control, accuracy, depth, drills, and knowing/understanding the proper method/technique/strategy of holding/throwing/catching/dribbling a specific manipulative (for example, a ball). While games in a lesson can be part of the warm-up, lead-up, and/or the formal game. For example, to learn a sport such as tennis, a lesson requires a warm-up that may include a short game related to tennis. The second part of the lesson is the development, where students explore a specific skill in tennis. The third part of the lesson is the lead-up where they practice the skill and it can include a game. The fourth part of the lesson is where the student apply the skills that have learnt by playing a formal game.

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Both sports and games involve some elements do cooperation with others. I consider the difference to be that sports involve a similar set of skills and games use a wider variety of skills.

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Games are more inclusive and less competitive than sports. Sports require the use of specific movement skills.

Low organizational games puts the teacher in the center of instruction and are aimed at increasing HR whereas lead up games mirror formal games in that they focus on the particular skill needed for the formal game.

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Sports are formal games with more complex and rigid rules that often requires a combination of many movement skills. While games may also sometimes be quite complex, they may also have simple/adaptable rules, a specific developmental focus, and lead-up towards a formal game.

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Games focus more on playing that involves inclusion, optimal challenge, and holistic learning. Sports are more geared towards competition, specialization and precision.

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Sports exemplify a more formal game with emphasis on competition, standardized rules and physical performances. Games while similar to sports with rules and skill development are less structured and can be adaptable or changed to fit the learning goals that are required for the learners. They can be used to target specific objectives that pertain to social, cognitive and physical development of students. In effect they can be, if used correctly, more flexible, holistic, and developmentally appropriate for the students.

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Developmental and lead-up games equip you with the tools and skills you need in order to play related formal games like soccer, basketball or volleyball. With the developmental and lead-up games, the focus is on learning and building on the basic elements of the formal game, in preparation for eventually playing the formal game. In basketball, for example, a class might start with basic foot movements (e.g. shuffling) across the floor, then go into arm movements (e.g. dribbling), and so on. In the end, students will have learned the parts of the game that make up the whole formal game.

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I think of sports as a more formal version of games. Games are often used

as an ice breaker or team builder whereas ports require more organization and

dedication of time and finances. Leap up games can be used to establish

a base foundation of skills before movings into formal games in order

to better understand the game and skills required. One can use developmental

lead up and formal games as an entry point to teaching a formal sport. Games

and sports can be used in physical education to compliment one another.

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Rather than focusing on teaching 'sports' in elementary school, I would like to focus on teaching developmental and lead-up games to develop fundamental skills necessary to become confident or comfortable about playing the formal games. Cooperative learning and team building components are to be incorporated during these games to create an inclusive environment no matter what skills and strategies that students possess and bring into a class. The competitive component can come in later to motivate students to play the formal games. However, at an elementary school level, I would like to modify the formal games based on students' strategies and skills gained from the previous games so that everyone can be a part of and enjoy the games.

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I strongly believe, every game has its specific well defined rules, goals, and sense of competition with specialized skills and knowledge incorporated in it. whereas a sport has individualized structured physical activity with a great emphasis on competition and recreation.

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The difference between sports and games is a sport requires specific set of skills and understood rules and regulatalions, it also may be a coached activity, training and practices may be conducted. Furthermore in sports there is a competitive nature, winning and losing is involved. With regards to games, there may be a lower level of skills, and a more overall level of fitness, rather than focusing on specific attributes of the player. Games are meant to engage players and may be more about fun rather than a competitive nature.

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In my opinion games can be almost anything. They are usually 'fun' and don't require any specific skills however they can be used to target certain skills that are required to play a type of sport. Sports are more regulated. They often involve more equipment and can be more competitive.

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I believe the biggest different between sports and games i the competition. In sports there are usually clear cut winners and loser, while in games, different teams may be working together towards a common goal. In sports, a winner take all mentality can cause students to disengage with the activities, while games usually promote social interaction as opposed to an end goal of winning.
In approaching sports, I can stress the learning and movement involved in a sport, rather than promote competition. As well, in games, I can encourage inclusion, social interaction, and 'fun'. I can choose games which require whole class cooperation and have no winners or losers, Co-Operative games work best for this format).

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I think of sports as promoting physical activity and games as more of broader area that can include physical activity, but might also be done purely for recreation or entertainment. I think it is important to be exposed to both sports and games. However, I think the focus should be on having fun by making it enjoyable for all students of all abilities. Developmental games aim to build the skills that are needed for formal games.

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I believe the main difference between games and sports lie in their structure. While games can vary in their structure (competitive, non-competitive, rules, etc), sports are more structured, more physical, involve opponents directly, and tend to be more, but not necessarily, competitive. In a sense, I feel that games are a more general term, that sports, activities, and contests would fall under. . All sports are games, but not all games are sports.

game of 21 vs 3v3/5v5 bball game vs freethrow contest etc.

(game/activity - sport -contest)

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http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv74.shtml

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When I think of a game, I think of an inclusive activity and everyone participating. Sports are a more structured activity and have the potential to be more competitive. Everyone can enjoy an inclusive game, however, not everyone has the same interests in the same sports. Teaching a sport in PE can be challenging if there are students in the class who do not enjoy that particular sport or have had a negative experience with it.

I do think it is important to introduce students to different sports in PE so they can get an idea as to what they have a passion for, perhaps a student will develop an interest in a sport and choose to pursue it beyond PE.

My goal is to think of ways to incorporate inclusive games THROUGH sport. This would be the best way to get every student engaged in the lesson and get them interested in learning about the sport.

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I think the difference between sports and games is that sports require more skill, whereas games are more about building on skills. Games are a bigger category and sports are within this category. Developmental games are focused on building skills, lead-up games are also focused on building skills. The skills that these games focus on could be used toward more formal games, which include basketball, baseball, etc.

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There is a gradual process in which games evolve. Formal games, the highest level, are what we consider to be "sports." These include basketball, soccer, baseball, and so on. Formal games or sports have increased competition, specialized skills, are more structured, and the rules are enforced. Lead-up and developmental games, on the other hand, are easily organized and focus on developing isolated movement skills. They also tend to be more inclusive and focus on cooperation rather than competition.

An interesting tidbit though, is that when we watch hockey or so, we say we're watching the "game" not the "sport." What's up with that?

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I've always found that games are a subset of more formal sports.  Games are informal ways of developing the skill sets and knowledge base that formal sports require, and are a way to include all students regardless of their ability and confidence in sports. Games can be a great way to incorporate smaller aspects of formal sport, and are good for helping the students develop at an appropriate pace.

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Sports connote a level of competition and strict structure while games, although not necessarily not competitive are generally not as seriously competitive and have an underlying sense of flexibility when it comes to their structure. Our society seems to place more worth upon sports rather than games; sports are what "athletes" participate in, while games are merely for children, "fun", and have no serious purpose.

Developmental, lead up and formal games appear to be placed on a spectrum that goes increasingly from broad structured and lower complexity, through to high levels of complexity, strate

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A game is some sort of recreational activity with explicit rules and aims to a common goal. It is most

often cooperative and playful in nature. A sport is some form of physical activity carried out under an

agreed set of rules in hopes of obtaining a certain goal. Like a game, it can be cooperative and playful in

nature but incorporates a competitive aspect as well. Most often, games focus on certain skills that

are eventually used in the skill set of a sport.

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Games, I believe, can be one of two things. They can be those that incorporate specific individual skill that will lager be used in a formal sport, or they can be specifically cooperative and promote healthy relationships and prosocial skills. Sports are more competitive and incorporate various skills that are learned from many games. I think that both games and sports incorporate the goal of an increased heart rate, but individually provide different fundamental philosophies.

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Before reading the chapter, I thought of sports as being more competitive and structured compared to games. I thought games to be more casual and informal with rules that can be changed in differing scenarios depending upon the people/groups playing. With sports, the rules usually always stay the same and often have people enforcing the rules: the referees. Levels of competitiveness seem to also vary between sports and games. Although I have witnessed some very intense games, sports seem to be taken more seriously, although I sometimes think of sports as being a game. In our everyday language we call sports games as well. For example, “I have a basketball game today”. After reading the chapter in the textbook, the two are differentiated with games having specified or understood goals, an element of contest and repeatability whereas games are seen as a broader cultural institution, influencing human lifestyle through politics and media.

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In my opinion, based upon my own experiences, I think that sports are a sub-section of physical activity

that are structured around particular skills and rules, whereas games are activities that employ a variety

skills. As a student, I became nervous about playing games, because I thought I was not good at sports.

Mistakingly, my lack of passion for particular sports, coupled with a lack of skill in these sports, made me

assume that I was not an "athlete" and my entire perception towards P.E. became negative. As a teacher

I want my students to be excited about P.E., and to also feel confident and comfortable in an

environment such as the gym. Therefore, my approach to teaching games and sports will attempt to be

inclusive of all students, and will be considerate of different skill levels and interests. Teaching Games

for Understanding seemed like a useful method to apply my approach.

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I've always considered games as more informal, inclusive, "fun" activities which can be seen as more of a "lead-up" to formal sports. Games focus on particular movement skills and have aspects of collaboration and cooperation, whereas sports have a formal competitive aspect to it. However, I think both can be seen as fun and dynamic and both can be classified as ways to promote teamwork.

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To me, the main difference Sports and games is: Sports are an politically organized, rule based, team organization with set skills needed to participate in it. The overall aim/goal for a formal sport is to 'win'. Games can be a little less structured and allow for more flexibility in order to help teach a specific skill in a fun way. This can be learning a skill for a formal sport but also can include social and emotional skills (more like 'instructional play' or games that aim to teach a specific developmental skill or 'developmental games'). I would approach teaching games first as a lead up to sports. My goal is to teach games in a safe, fun and in an inclusive instructional manner where I engage with my students and let them know WHY they are doing certain tasks and how it relates to the overall picture. (Let them in on my lesson 'plan'). In addition, my goal is to try to set up a healthy and safe learning environment right from the first class in order to allow the students the space to grow at their own pace in a SAFE (emotionally and physically) place. This is where I believe 'life long learning' and interest is born.

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In my opinion, games is a larger category that encompasses sports. Games is an umbrella term that includes a myriad of different activities. Sports are a more formal and organized version of games that are often more competitive in nature. 'Developmental' and 'lead up' games focus on building a particular skill that will be valuable when playing a more 'formal game' or sport. Overall, both sports and games encourage students to be active and are a fundamental aspect of Physical Education for all learners.

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At first it is easy for me to differentiate between games and sports - I think of games as being recreational, less competitive, and sports as requiring greater specialization. However, when I think further, using soccer as an example, I see it as a sport - it takes a lot of work as a team to develop your skills, but then you have the opportunity to utilize these skills in a formal game situation. I think it depends on the context in which you use these two terms. In elementary PE I think games are the fun activities you do to build skills, and sports are the more organized activities. Mini-games (Think TGfU) lead up to playing sports in a traditional game sense.

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A game is any activity that involves structures rules and amusement. A sport is a physical activity with a set of structured rules that requires 2 or more people. A sport is a specialized type of game that involves competition and the use of physical movement or manipulation skills.

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sports

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games

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The question of approaching 'games' and 'sports' is one that I believe will always be changing as I grow more experienced in teaching PE. In my opinion, both games and sports can reach the goal of increasing heart rates and being active. However, games are usually considered to be less formal while sports require much more structure and developmentally more focused on movement skills.

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A game is an inclusive structured activity that is played for enjoyment of all. Games can be educational. The educator can use games to build fundamental movement skills. While sport is a structured activity in which competition and skill level are the most important aspects.
Sport ------ Games

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A game is an inclusive structured activity that is played for enjoyment of all. Games can be educational. The educator can use games to build fundamental movement skills. While sport is a structured activity in which competition and skill level are the most important aspects.

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Sports are institutionalized formal forms of play that are governed by a set of
universally known rules which everyone must adhere to. Competition is the focus
and those who take part in a particular sport must be highly skilled. Games are
less formal in comparison and anyone can take part regardless of their skill
level. They include rules, but they are not as rigid and can be modified to
better suit the needs of the students, that is to make the game more
challenging or easier.

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Games are an overarching framework that include, or negate, certain activities (sports) based on the particularities involved in the activity. Games include a progression of development, from developmental to lead up and then to formal games. In terms of sports, I think they are considered to exist in the fully-developed stage (formal games) part of the continuum. This continuum
reflects, I believe, the direction for the future of PE. It is a bottom-up system that stresses the importance of stages and skill building, interest and positive affect, and some degree of competition, for those who want to test their skills against others. Sport as PE was the old model, with little regard given to games and where skills and competition were the main features, with little regard to the other aspects involved.

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Before I read this chapter I never really thought about the differences and similarities between games and sports.  There is a big connection as most sports started as games and then were popularized through sports.  I feel that traditional sports can also be played as games in an informal setting, where they are not as competitive and may have variations of the rules.  An example of this is touch football, although it is similar to the sport (football), touch football is modified in order to be played as a game among friends, where there may not be as many players and the proper equipment.  Sports have set rules that are regulated and not easily changed.  Games are similar to sports but there are often many different variations and adaptations.  Games are generally more inclusive and less competitive.  I feel games and sports are both very similar, just one is less competitive than the other.

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It seems like a game is an activity that is more inclusive of the whole class and their abilities and motivations. A game is something that might lead up to a more formal game or sport. They both have rules to follow, and goals to be reached, however, games seem more cooperative, where as a sport brings an extra edge of competitiveness. Without reading anything about these two words, my first reaction is that they are stigmatized words as well. A sport has the feeling of being a more legitimate past time (playing soccer), it is what might be also known as a "formal game." Versus a game, which is something that I feel people view as a being a less legitimate way to pass the time, (like video games). I have not heard of a developmental sport before, or a lead-up sport, those are called games.

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Sports are much more structured and formal.

They have a set of nearly unalterable rules.

The skills needed to succeed at this game are

also inalterable. Sports also centre around

competition.

Games can be altered to fit the abilities of the

participants. Games are more holistic and less

exclusive. They also serve a wider range of

purposes such as teamwork or developmental.

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The differences between games and sports is that games mirror formal games (sports) and don't always include an element of competitiveness where as sports involved learned skills and competitiveness. Developmental games involve games that increase your heart beat, lead up games mirror formal games (skills), and formal games include volleyball, basketball, baseball etc. I think that I can approach teaching games and sports by linking them together. I can use games to help practice techniques and skills one needs for a particular sport and games offer more opportunities for assessemnt based on the 3 Domains of Assessement.

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I have always thought of sports as being highly

competitive with a focus on particular skills.

Games on the other hand can be considered

more fun for everyone since they are more inclusive.

Certain games can mirror a sport by focusing in on

the skills students need to develop in order to play

the sport.

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While sports are almost all considered to be games to some extent, there are many games that are never considered to be sports. Typically, sports are more focused on a physical aspect than games. Both are recreational and usually have a competitive component, but in sports there is more of a goal for individuals to improve on specific skills.

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Games are more inclusive and focus more on cooperation rather than competition.
Sports are more specialized, have formal rules and are more competitive.
Games can help build up specific skills whereas sports require players to apply many
skills and movements at once. Developmental games focus on building up a specific
skill. Lead-up games are more complex and are a stepping stone to formal games.
Formal games are organized sports such as basketball or soccer. Developmental
games have broad structure and low complexity whereas formal games have more
specific structure and outcomes.

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The difference between sports and games would be that sports are considered to be formal games and games are considered to be focused on development and therefore, lead up to formal games. Developmental and lead up games are ones where the focus is one building skills that can be used in a more formal game.

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Games focus on isolated skills and movement, are less formal in terms of their rules, and do not necessarily have an element of competition.  Sports are more competitive than games and require the participant to apply numerous skills and types of movement to the activity while also applying their knowledge of the rules of that particular sport.  Lead-up games teach isolated skills or movements. Formal games are sports such as soccer or hockey where the skills learned in lead-up games are applied.

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I know there is a difference between games and sports but I have always used

the terms interchangeably. Personally, I consider games to be more casual

and used as a developmental or lead-up tool to practice the fundamental

movements skills. I then consider sports to be more formal and where all the

fundamental movement skills come together in order to fully engage with the

sport. I am going to make more of an effort to distinguish between the terms

and use them in their proper context.

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I believe that sports are considered formal games with specific rules

and include a focus on competition. Sports often require a particular skill

level and emphasize winning over losing. Whereas games can be an adaptation

of a formal sport, which allows for less of an emphasis on competition and

more of an emphasis on inclusion and cooperation. Games can be adapted

to promote cooperative learning and can provide greater opportunities for

students to improve their fundamental movement skills.

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Sports tend to appear to be highly competitive and require a certain skill

level while games are more inclusive and have a overall fun feel to it. I like the

idea that we can progress from games to sport instead of just asking students

to be involved in a formal structure right off the bat

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Both sports and games can have a competitive component to it.  However sports are strictly physical while games do not have to be. To me, sports are more traditional, formal, physical versions of games. You can break down a sport into many various types of non-formal games. For example: Basketball is a sport, HORSE is a game based on basketball skills.

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In our society, games are sometimes interpreted as childish and fun, while sports are for athletes and are more serious. Personally, I believe that 'sports' can be fun and cooperative, and that adults should play games as often as possible. Differentiating between games and sports also depends on the situation, and may just be a question of semantics. When teaching children it's important to teach sports and the related skills in a way that is fun and engaging. Additionally, when using games in PE, they should be fun for everyone, and build the teamwork and cooperative skills that are needed for success in sports.

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Sports have more of a rigid structure in terms of rules, skill requirements, regulations, and outcomes.  They also tend to have a predominantly competitive focus.  In comparison, games have a flexible structure that is often more holistic and adaptable, with a broader range of purposes/outcomes (e.g. developmental)

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I would say that the difference between games and sports is games include many more students based less on skill than sports. Sports are much more organized, have many more rules, and less likely to meet the learner's holistic needs. Sports also have more often a more intense physical aspect, whereas games can be physical, mental, or both. Developmental games are generally lower level because in my opinion, they are building a progression to a skill. Formal games include organized sports that include all the progressive skills put to the test.

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When I think of the meaning of sports, I basically think of games with a physical

component. That is, a sport can be a game, but a game does not necessarily have

to be a sport. From the reading I see that sports are more specialized and games

more general. While both can be fun, games can be more fun for all players and can

make the experience more enjoyable overall.

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I think the main difference between games and sports is the emphasis placed on either inclusion or competition. Games can be varied in their structure (eg. informal, specific skill-based..) while sports are more regulated or specialized. I agree with Diana though, I have no idea whether I would categorize Ultimate as a game or a sport.. is there a lot more grey area than I think?

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When I think of the difference between sports and games a few things come to mind. In my opinion, sports are activities that can are characterized by a high level of competition, physical specialization, and they require an individual to incorporate a number of complex movement skills with knowledge of rules, strategies, and tactics in order to achieve success. In contrast, games can be defined more loosely. Games can range from something that does not involve any physical movement at all, to something more complex that involves all 5 movement skills and requires knowledge of rules and strategies-like sports.

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Although both games and sports are characterized by
explicit rules and the element of contest, games place a stronger emphasis on
inclusivity and being developmentally appropriate to meet learners’ holistic
needs.  As a physical education instructor, it will be important
to make use of pedagogical strategies that encourage students’ full
participation when teaching ‘games’ and ‘sports’ (i.e. reducing public
comparison, encouraging cooperative problem-solving skills).

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Sport is usually competitive and has some sort of community involvement such as a dedicated league, playing field, etc., and playing other teams. Interactions with an opponent with a defined ending, and some sort of physical action.

Games are usually more for enjoyment and less of a emphasis on a "winner and loser" conclusion

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From chapter 12, I learned that games and sports are differentiated by their formality

in term of structure, purpose and complexity. Games are more focused on basic skills,

movement strategies, and understanding whereas sports lead more toward specialized

skills, formal rules, and competition.  As an educator, we need to approach games and

sport from the learners perspectives in order to enhance their skills and tactics and to

develop modification for all learners

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Our textbook compares games and sports in Chapter 12. In short, the author suggests that games are more inclusive, have holistic learning objectives and can be modified to fit the needs of the players' development or skill level. Sports on the other hand are more competitive, require specialized skill, and are governed through institutions. It is interesting how some activities fall into a grey are between game and sport. For example, Ultimate Frisbee -- is it a game? Is it a sport? Or is it both? Is frisbee a game, and Ultimate a sport? What are your thoughts??

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The way I understand it, 'sports' as we traditionally

think of them have a wide range of official rules and

regulations and are often (although not always)

characterized by having a winner and a loser. Also,

formal sports usually have set time frames. 'Games'

may not have a winner or a loser and can be more

'for fun' instead of all about competition.

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Games: inclusiveness, holistic learning, informal rules

Sports: competitiveness, specialized, formal rules

Developmental games and lead-up games are "games", while formal games are "sports". As you move through the different types of games (from developmental to lead-up to formal) the students can gradually progress from broader structure, purpose and complexity (less formal) to specialized structure, purpose and complexity.