Break game
In game science and colloquial language, the break game , also playground game or school yard game , is understood to mean a specific game on the one hand, and the activity of playing in general on the other hand during the interruption of a work process.
Character and purpose of the break game
The break is a temporary interruption in the work process . This also characterizes the games that are possible in this period: pause games are usually characterized by their simple structures. Most break games do not require any special explanation or introduction and can be played by everyone right away. They begin with the arrival at the playground and end with the mostly acoustic signal for the end of the break.
Intended as a break between two mostly strenuous work sections, the free space is used for a brief, active "relaxation and recovery phase" in the form of play. Break games are characterized by the voluntariness with which the players come together and act, by the high degree of self-determination, self-organization and self-responsibility. The games offer selectable opportunities for exercise, joy, fun, entertainment without any influence or even an external pressure.
In addition to equalizing tension and relaxation, the break game also has a socio-psychological component: In free play, the employees meet outside of their professional activity, without the regulatory rules of work processes. This creates a relaxed atmosphere, which can also have an impact on subsequent cooperation in the school or company.
Game situations
School break game
The so-called school break or class break is a period of relaxation that is anchored in the school law between school hours . It's a break from studying . In terms of organization, it serves as the transition between two lessons . This removes the strenuous need to sit and concentrate for a short time and the students usually use them for self-determined movement games. This can happen in the classroom if the short break does not make it sensible to leave the room. It happens on a larger scale when the long breaks allow a visit to the school yard or school premises.
School break games have existed in all countries since school lessons were introduced. The forms of play chosen are age-dependent on the one hand, and time-dependent on the other: lively elementary school children have always preferred catching, running and jumping games in all forms with a circle arrangement, jump boxes or ropes, the older ones mostly prefer ball game forms based on the major sports games such as football or Basketball , but also sports such as table tennis or badminton . The mobile phone and smartphone games that are popular today have no chance if intensive movement games dominate the space. In the middle of the 20th century, lively "sponge battles" began with a soaked table sponge as soon as the teacher left the classroom. In other classes, the students shot at each other with rubber rivets and paper balls and took cover behind chairs and benches. In the school fields, sticking the baton has become a popular break game for the middle ages. In quieter classes, marble games , wall games, small ball games or board games such as sinking ships have established themselves, depending on age .
Based on the child's horizon of interests after a lot of play and movement, and with a view to the need to compensate for the long periods of sitting in theoretical lessons, the author Sonja Pelechowytsch explored the possibilities of organizing breaks in the context of the concept of a “moving school”. Their on-site research into the reality of the school and their contact with the children lead them to a collection of ideas on how the break times could be made child-friendly and lively.
Under the heading “ Moving School ”, the school administrators in most schools are now creating stimulating environments and providing game materials that invite people to play during the non-teaching periods and are intended to promote “decent play”. In particular, attractive classroom furnishings and a playful playground design serve this purpose.
Work break game
The Working Hours Act also provides for so-called work breaks for the professionally active adult population , which enable workers , employees and civil servants to be playful in these free spaces. The decision to be playful and the choice of games depends heavily on the type of activity and the pent-up urge to move of the creator. Male workers, for example in factories , tend to take advantage of the break times by playing games like football, volleyball or basketball. Others, on the other hand, devote themselves to contemplative activities such as board games or, more recently, playing with electronic toys.
Game educational design
The break game initially only needs a space that makes playing possible at all. This can be an empty room, a courtyard, a wall or a meadow near the workplace. In addition, an appealing room or terrain setting that stimulates play has proven advantageous.
In the last few decades, game science and game education have increasingly focused on the question of how the attractiveness and diversity of play can be brought back to more awareness through suitable measures, including in play, and how creative play can be better promoted again. The idea that break rooms to "experience rooms", indoor and outdoor area was attractive playgrounds embody.
Game science understands a play landscape to be a space or open area that invites you to play. It can be a natural or an artificially arranged area, open spaces or structured playgrounds equipped with playground equipment.
In reality, on the one hand, there are play areas and so-called adventure playgrounds , which are created by the public institutions and made available for breaks. For example, the East Westphalian town of Alswede offers its children a "nature adventure playground" with a variety of opportunities to play themselves (see illustration).
On the other hand also take innovative school principals the initiative and develop, as with guidance and support from the teacher training , as part of interdisciplinary and inter-institutional projects their own ideas, their schoolyard in community work an attractive playscape embody.
literature
- Angelika von der Beek, Matthias Buck u. a .: Creating children's rooms: A book of ideas for interior design in day-care centers , Beltz Verlag, 2nd edition, Weinheim 2006
- Knut Dietrich, Regina Hass u. a .: Schoolyard design at all-day schools: A guide , debus Pädagogik 2013
- Evelyn Lautz: Redesign of the school yard of the Rastatt-Ottersdorf elementary school to make it suitable for children and physical activity. An interdisciplinary project , Scientific State Examination Work GHS, Karlsruhe 2000
- Manfred Pappler, Reinhard Witt: Nature experience spaces. New ways for schoolyards, kindergartens and playgrounds . Kallmeyer Verlag, Seelze-Velber 2001, ISBN 3-7800-5268-7 .
- Sonja Pelechowytsch: The break as an opportunity for movement, reflection and practical experiments with a primary school class , scientific state examination work for the GHS teacher training course, Karlsruhe 2002.
- Siegbert A. Warwitz, Anita Rudolf: Shaping play landscapes , In: Dies .: From the sense of playing. Reflections and game ideas . 4th edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5 , pp. 197-209.
Web links
Individual evidence
- ↑ Siegbert A. Warwitz (ed.): Games of other times and peoples , Karlsruhe 1998
- ↑ Sonja Pelechowytsch: The break as an opportunity for movement, reflection and practical experiments with a primary school class , scientific state examination work for the GHS teaching post, Karlsruhe 2002
- ↑ Angelika von der Beek, Matthias Buck u. a .: Creating children's rooms: A book of ideas for interior design in day-care centers , Beltz Verlag, 2nd edition, Weinheim 2006
- ↑ Knut Dietrich, Regina Hass u. a .: Schoolyard design at all-day schools: A guide , debus Pädagogik 2013
- ↑ Federal Labor Court (BAG) September 23, 1992, AP No. 6 to § 3 AZO
- ↑ Manfred Pappler, Reinhard Witt: Nature experience spaces. New ways for schoolyards, kindergartens and playgrounds . Kallmeyer Verl., Seelze-Velber 2001
- ^ Siegbert A. Warwitz, Anita Rudolf: Spiellandschaftenilden , In: Dies .: Vom Sinn des Spielens. Reflections and game ideas , 4th edition, Baltmannsweiler 2016, pp. 197–209
- ^ Siegbert A. Warwitz, Anita Rudolf: Spiellandschaftenilden , In: Dies .: Vom Sinn des Spielens. Reflections and game ideas . 4th edition, Baltmannsweiler 2016, pp. 197–209
- ↑ Knut Dietrich, Regina Hass u. a .: Schoolyard design at all-day schools: A guide , debus Pädagogik 2013
- ↑ Evelyn Lautz: Redesign of the schoolyard of the Rastatt-Ottersdorf elementary school to make it suitable for children and exercise. An interdisciplinary project , Scientific State Examination Work GHS, Karlsruhe 2000