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.

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.

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  

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

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).

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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?

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.

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

(game/activity - sport -contest)

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.

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.

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.