Movement game
By movement games , game science and sports science understand game forms that focus on human motor skills and physical movement. "These are so-called“ whole-body movements ”that not only activate individual body parts, but also most of the human musculoskeletal system and the internal performance organs."
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The term "movement game" serves as a collective term for a number of very different forms of play such as running games, jumping games, throwing games, ball games, relay games, dance games or sports games. In practice, there are many overlaps with other classifications, for example with the introductory games , the creative games or the cooperative games , which can also contain movement elements. The respective terms express which specific content is associated with them or which objective is to be pursued with them as a priority.
The term movement game covers a wide range of game forms, ranging from simple street games with changing rules to highly complex, also as a profession, large sports games .
Street games
Among the so-called "road games" are forms of play, which originally arose from spontaneous game decisions on public play areas such as streets, squares, courtyards, beaches, meadows as Hinkel box jumping , hobby horse riding , Leapfrog , tires hitting or Pinneken kloppen . Movement games of this kind were already popular with rural and bourgeois society in the Middle Ages . They also dominate the game in the famous painting “ The Children's Games ” by the Flemish peasant painter Pieter Bruegel the Elder .
Games like “ ball over the string ”, “ Schlagball ”, “ fistball ”, “ Brennball ” or “ Völkerball ” developed their set of rules into demanding forms that are now played in national competitions or are even recognized as an Olympic discipline like the beach volleyball (beach volleyball).
- Signs for a restricted traffic area
Sign indicating the
beginning of a restricted traffic area
Sign indicating the
end of a restricted traffic area
Recognizing that, despite the denser and faster road traffic in their immediate living area, children need hazard-defused play space, so-called " traffic-calmed areas " have been established by the municipalities in certain residential areas since 1980 , administrative regulations (StVO § 42, Paragraph 2) and traffic signs have been issued (325.1 and 325.2) where children's games are generally allowed and road traffic must take them into account.
Sports games
Small movement games
In sports didactics and sports methodology , a distinction is made between the so-called “ small movement games ” and the “large sports games”. Both play an important role in physical education and training. The "little movement games" range from simple running games like "fox and rabbit", jumping games like " jumping rope ", seasons of various kinds like "pendulum relay" or catching games like " black man " to party games like z. B. rounders , Fistball , Prellball , Ringtennis , Indiaca or Korfball .
Many of the simple movement games can already be found in the first systematic collection of games by philanthropist J.CF Guts Muths . The pedagogues Jean-Jacques Rousseau , Johann Heinrich Pestalozzi and Friedrich Wilhelm August Fröbel also assigned great importance to the movement game in their educational concepts. Friedrich Ludwig Jahn , the creator of the German gymnastics movement , gave the forms of play he called gymnastics games a clearly worthy character and mission.
Today, the “small movement games” fulfill an indispensable didactic and methodical function in the systematic introduction to the “big sports games”. From kindergarten to physical education in schools and training for professional athletes, they form the methodical foundation for building up athletic performance, but often also "only" serve to encourage the players to relax together.
Great sports games
The so-called "big sports games" include game and sports science game forms that have a codified, mostly internationally valid set of rules. These forms of play are determined by bindingly fixed pitch dimensions, standardized game procedures, sanctions for violations and referees who monitor compliance with the rules.
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The sports such as soccer , volleyball , indoor handball , basketball , ice hockey , rugby or tennis are viewed as such . Your level of performance can be increased to professionalism. Highly paid athletes , organized as professional players in clubs, are traded as economic goods, compete against one another in competitions, take part in national and international championships and are rewarded with prizes for their achievements. The top players become celebrated stars in the stadiums and arenas due to public attention in the media.
Terrain games
The terrain games category includes all outdoor games such as scavenger hunts , robbers and gendarmes or paintball . The preferred space for this is adventure terrain such as forest, castle ruins, gorges, caves. But also the urban area with undeveloped open spaces or unused buildings as possible is ideal for outdoor games. They can be designed in historical garb as "Indian games", " knight games " or " war games " as well as in natural surroundings, e.g. B. in a forest area below a castle ruin, or in an artificially created experience space such as a jungle-designed sports hall.
Terrain games gain their charm primarily through the atmosphere of adventure that is inherent in them and through the considerable scope for action and movement due to the spatial expansion.
Exergames
As Exergaming ( portmanteau word from the English word "exercise" for " exercise " and " Gaming will be") computer games called, the call to physical movements and reactions. Instead of the usual computer games that are played while sitting with a keyboard and mouse or a gamepad , exergames use various motion sensors ( acceleration sensor , pressure sensor ) as a control element , as well as special image recognition processes and / or motion capture techniques that the player can use in the Move space and evaluate these movement patterns.
Meaning and social significance
The game scientists Siegbert Warwitz and Anita Rudolf distinguish between useful thinking and meaningful life when dealing with movement games . According to their game systematics, which is based on the different "meanings of the game", games of all kinds can on the one hand be subordinated to an interest outside the game and thus be instrumentalized. On the other hand, play can also have a meaning in itself and be discovered and experienced as an intrinsically meaningful activity, as it is ideally presented in uninfluenced children's play. Both aspects have their justification and social function. They do not have to contradict one another and should not be played off against one another, as the authors expressly emphasize.
Secondarily motivated benefit orientation
While children and adolescents are more likely to be guided by the direct sense of meaning when playing, adults such as parents, educators, teachers, therapists - especially when they are committed to a certain task - tend to make playing serve certain purposes:
This can be the health aspect, under which a balance should be created for the excessive sedentary work and the resulting lack of exercise.
It can be a training aspect, as the laborious building of muscle strength, endurance and coordination skills in school and club can be made more attractive with methodical series of games than with work-like exercise series . Movement games usually also flow into the warm-up , attunement, and final application phases of physical education.
The economic aspect is linked to playing a sport game as a profession. In addition to enjoying the team game, professional footballers especially enjoy the possibility of a high financial income. Children from the slums of Africa or South America like to use the chance of social advancement through a successful professional career, such as the Brazilian soccer players Pelé and Ronaldo .
The learning aspect is served by the so-called learning games , which today represent the main contingent of the commercial game offer and game literature and largely dominate the current game market. Movement games have long also determined the methodology of the former “theoretical subjects” in school lessons. What was introduced into the didactic discussion at the beginning of the 1970s as a difficult-to-reach program, the methodological addition and linkage of the theoretical subjects with physical education and movement games, was increasingly taken up by the once pure “seating subjects” such as German and mathematics and is now largely undisputed recognized as enrichment: It was understood that exercise games can directly and indirectly influence learning outcomes. For example, texts, meter measures and speech rhythms in German lessons can be converted into physical movement and felt in a child-friendly manner. The indirect effect arises from the loosening of the child's urge to move and the resulting stimulation of the organism and the joy of learning through delightful exercise games.
From a therapeutic point of view , institutions that are active in social psychology and social education use the popularity of the movement game, which distracts from the actual intentions and arouses emotions, for their special purposes, for example in playful curative educational vaulting in hippotherapy .
Movement games were already seen by the philanthropists Basedow and Guts Muths not limited to a purely physical effect, but already recognized in their holistic meaning for the state of mind and mental well-being.
Primarily motivated sense orientation
Movement games can also develop meaning out of themselves, from experiencing the pure functional pleasure of the body's organs and the resulting pleasure in playing. This happens, for example, in unguided free children's play. Children do not need secondary motivation for their game to make sense of it. They do not play to gain learning or training, but because their desire for play and movement drives them to do so. In the area of tension between “being allowed to play and having to learn”, between children's and adult interests, every school lesson must find an appropriate balance.
The fluctuation of the social attitude towards gambling as "useless hustle and bustle" and "meaningful doing" has a tradition since the Middle Ages. In 1796 Guts Muths still had less focus on the fun of children than on the interests of adults when he added the sentence to his collection of games, “For exercise and relaxation of body and mind”: “ Games are flower ribbons that you can use to tie young people to yourself ; therefore I would rather hand them over to their educators than to themselves ”.
With Schiller , in addition to the independence of playing, the whole human meaning is clearly evident when he emphasizes in his famous sentence on the “aesthetic education of man”: “. . . man only plays where he is in the full meaning of the word man, and it is only man who plays ” (original quotation!).
Even in our time, which is strongly oriented towards learning and schooling in life, game scientists like Hans Scheuerl , and game collections from publishers, try to bring back to consciousness the play of children and adults as a holistic experience and meaningful action that does not require any further justification from outside :
According to Warwitz / Rudolf, the actual human and social meaning of play arises less from the methodically based realization of a useful effect through the game than from an inner enrichment that arises from the fact that the player engages in an activity that makes him happy without any secondary thoughts takes full advantage of his human condition and gives him a valuable alternative to fulfilling his duties in the form of work and everyday worries.
literature
- Ekkehard Blumenthal: Cooperative movement games. Schorndorf 1993.
- Volker Döhring: Little games at the beginning and end of the sports lesson. 2nd Edition. Wiebelsheim 2014, ISBN 978-3-7853-1897-3 .
- Klaus Moosmann (ed.): The great Limpert book of small games. Exercise fun for young and old. 2nd Edition. Limpertverlag, Wiebelsheim 2011, ISBN 978-3-7853-1834-8 .
- JCF Guts Muths: Games for exercise and relaxation of the body and mind . Schnepfental 1796. (Berlin 1959)
- Nicole Lommersum: Movement games in elementary school. AOL Verlag, 2014, ISBN 978-3-8344-5996-1 .
- M. Kaderli: Off-road games. Stuttgart 1997.
- Nadine Kutzli: Jungle experience. Create a jungle festival with students . Knowledge GHS thesis. Karlsruhe 1998.
- Hanns Petillon: 130 movement games for primary school. Beltz Verlag, Weinheim / Basel 2013, ISBN 978-3-407-62011-8 .
- Peter Röthig, Robert Prohl (Ed.): Movement game. In: Sports Science Lexicon. (Series of contributions to teaching and research in sport. ). 7th edition. Hofmann, Schorndorf 2003, ISBN 3-7780-4497-4 .
- Anita Rudolf, Siegbert A. Warwitz: Playing - rediscovered. Basics-suggestions-help . Freiburg 1982.
- Hans Scheuerl: The game. Investigations into its nature, its pedagogical possibilities and limits. 11th edition. Weinheim / Basel 1990.
- W. Stuhlfath: Popular gymnastics games and joke exercises from all German districts. Beltz, Langensalza 1928, DNB 577485695 . (with a foreword by FL Jahn)
- Siegbert Warwitz: Interdisciplinary Sports Education. Didactic perspectives and model examples of interdisciplinary teaching. Verlag Hofmann, Schorndorf 1974, DNB 740560026 .
- Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas. 4th edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5 .
Web links
Single receipts
- ↑ Peter Röthig, Robert Prohl (Ed.): Movement game. In: Sports Science Lexicon. (Series of contributions to teaching and research in sport. ) 7th edition. Hofmann, Schorndorf 2003.
- ^ Siegbert A. Warwitz, Anita Rudolf: Moving through play - movement games. In: Dies .: The sense of playing. Reflections and game ideas. 4th edition, Verlag Schneider, Baltmannsweiler 2016, p. 45
- ^ Ekkehard Blumenthal: Cooperative movement games. Schorndorf 1993
- ^ Siegbert A. Warwitz, Anita Rudolf: Spielgelände Straße. In: Dies .: The sense of playing. Reflections and game ideas. 4th edition, Verlag Schneider, Baltmannsweiler 2016, pp. 210–214
- ^ Pieter Brueghel: Children's games. 1560, in the Kulturhistorisches Museum Vienna
- ↑ JCF Guts Muths: Games for the exercise and relaxation of the body and mind . Schnepfental 1796. (Berlin 1959)
- ↑ W. Stuhlfath: Folk gymnastics games and joke exercises from all German provinces. Beltz, Langensalza 1928. (with a preface by FL Jahn)
- ↑ M. Kaderli: outdoor games , Stuttgart 1997th
- ^ Siegbert A. Warwitz, Anita Rudolf: Robin Hood - experience and design . (= Project lessons in schools and universities , 8). Karlsruhe 1995.
- ↑ Nadine Kutzli, Sabine Weiß: Jungle experience . (= Project lessons in schools and universities , 7). Karlsruhe 1994.
- ↑ Nadine Kutzli: Jungle Experience. Create a jungle festival with students . Scientific state examination work GHS. Karlsruhe 1998
- ^ Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas. 4th edition, Verlag Schneider, Baltmannsweiler 2016, pp. 37–126
- ↑ see: Hanns Petillon: 130 movement games for elementary school. Beltz Verlag, Weinheim-Basel 2013
- ^ Volker Döhring: Little games at the beginning and end of the sports lesson. 2nd Edition. Wiebelsheim 2014
- ↑ A. Scherwolfe: Remuneration of professional athletes. Grin Verlag, Munich 2010
- ↑ see: Katrin Barth, Angela Maak: German with the whole body - movement games for all areas of German lessons. Verlag an der Ruhr, Mülheim 2009.
- ^ A b Siegbert Warwitz: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Verlag Hofmann, Schorndorf 1974.
- ↑ Wipke C. Hartje: Therapy with horses. Curative education - hippotherapy - psychiatry. Ulmer, Stuttgart 2009.
- ↑ a b J.CF Guts Muths: Games for exercise and relaxation of the body and mind . Schnepfental 1796. (Berlin 1959)
- ^ Siegbert A. Warwitz: allowed to play - have to learn. An interdisciplinary project . (= Project lessons in schools and universities, 1). 4th edition. Karlsruhe 1994.
- ↑ F. Schiller: About the aesthetic education of man . 15th letter. Complete works, Vol. 4. Stuttgart 1874, pp. 591–595.
- ↑ Hans Scheuerl: The game. Investigations into its nature, its pedagogical possibilities and limits. 11th edition. Weinheim / Basel 1990.
- ↑ Klaus Moosmann (ed.): The great Limpert book of small games. Exercise fun for young and old. 2nd Edition. Limpertverlag, Wiebelsheim 2011.
- ↑ Anita Rudolf, Siegbert A. Warwitz: Playing - newly discovered. Basics-suggestions-help . Freiburg 1982.