DEVELOPMENT and VALIDATION of a PHYSICAL ACTIVITY GAMES PLAYABILITY SCALE by ENG WAH TEO DISSERTATION Submitted in Partial Fulfi
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
K-8 Physical Education Curriculum
BANGOR SCHOOL DEPARTMENT K-8 PHYSICAL EDUCATION CURRICULUM Laurie Sproul-Poisson Abraham Lincoln School Scott Wood Fairmount School Joel Bragdon Downeast School Tom Coyne Mary Snow School Dick Fournier Fourteenth Street School Lisa Richards William S. Cohen School Alan Mosca Fruit Street School Justin Norwood William S. Cohen School Jason Pangburn Vine Street School Nona Jenkins James F. Doughty School Susan Sorg Adapted Physical Ed. Jonathan Folsom James F. Doughty School Betsy M. Webb Assistant Superintendent This K-8 physical education curriculum was developed by and is the property of Bangor School Department. No part of this material may be used or reproduced without express written permission of the Superintendent of Schools. Rev. May 9, 2006 Gr. 4 & 5 Added Dec 2006 Gr. 6-8 Added Jan 2007 Table of Contents Outcomes . 3 Kindergarten Outcomes . 5 Grade One Outcomes . 12 Grade Two Outcomes . 19 Grade Three Outcomes . 26 Grade Four Outcomes . 32 Grade Five Outcomes . 37 Grades Six Through Eight Standards and Outcomes . 40 Appendices Appendix A – National Standards for Physical Education . 55 Appendix B – State of Maine Learning Results for Health and Physical Education . 56 This K-8 physical education curriculum was developed by and is the property of Bangor School Department. No part of this material may be used or reproduced without express written permission of the Superintendent of Schools. 2 Rev. May 9, 2006 Gr. 4 & 5 Added Dec 2006 Gr. 6-8 Added Jan. 2007 GRADES K - 5 OUTCOMES OUTCOME 1: The learner will develop locomotor, manipulative and non-locomotor skills. (Learning Results – Physical Education: A.1, A.2, A.3, A.4, A.5, B.1, B.3, B.4, B.7, C.1, C.4; National Standards: 1, 3, 6) OUTCOME 2: The learner will understand the benefits of regular physical activity and will enhance personal fitness. -
Florida Youth Soccer Association a Youth Soccer Activity Guide For
Florida Youth Soccer Association A Youth Soccer Activity Guide For Young Players Florida Youth Soccer Association A Youth Soccer Activity Guide For Young Players 1 1 FYSA Young Player Soccer Development Activities CONTENTS BLOB MEN ....................................................................................... 1 We hope that you enjoy using this Young Player Activity Guide. The activities BODY PARTS .................................................................................... 2 shown in this guide were part of the former U.S Soccer National Youth License BOX GAMES ..................................................................................... 3 curriculum with additional activities created by the coaching staff of Soccer Academy Inc. BUMPER BALL .................................................................................. 4 CHICKEN RUN .................................................................................. 5 CLAPPING GAMES ............................................................................ 6 Some of the activities may not look like the game of soccer but involve one of CONE TO CONE................................................................................ 7 the 4 components of the game – Technical, Tactical, Physical and Psychosocial. CROSS OVER-PART ONE ................................................................... 8 They engage the player in both their cognitive and motor skills development. CROSS OVER-PART TWO ................................................................. -
1 Activity Standards/Glos ME: INSIDE SKILL: STRIKING BALLOONS
Activity Standards/GLOs K-2 ME: INSIDE SKILL: STRIKING BALLOONS Balloon Exploration and Challenges S1.E16, S1.E22, S4.E3, S4.E6, S5.E1 Balloon Striking Challenges S1.E16, S1.E22, S4.E3, S4.E6, S5.E1, S.5. E2 SKILL: BALANCE, TOSS AND CATCH WITH SCARVES Scarf Introduction and Exploration S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Silly Scarves I S1.E1, S1.E2, S1.E5, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 Toss and Catch S1.E1, S1.E2, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 SKILL: TOSS AND CATCH BEANBAGS Beanbag Exploration I S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Hokey Pokey Beanbag Routine S1.E1, S1.E2, S1.E5, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 Self-Toss and Catch Challenges S1.E1, S1.E2, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E2, S5.E3 SKILL: ROLL, BOUNCE AND CATCH BALLS Ball Exploration I S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Head, Shoulders, Knees and Toes S1.E13, S1.E16, S2.E, S3.E2, S4.E3, S4.E6, S5.E3 Ball Handling S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Rolling S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Bounce and Catch S1.E13, S1.E16, S1.E17, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 SKILL: TOSS AND CATCH BALLS Ball Exploration II S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Challenges S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E2, S5.E3 Ball Toss and Catch S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Routine S1.E13, S1.E16, S2.E, S3.E2, S4.E3, S4.E6, S5.E3 ME: OUTSIDE 1 SKILL: TOSS AND -
NONCOMPETE GAMES 2018.Cdr
WHY NONCOMPETITIVE RECREATION? THE ANSWER: COOPERATIVE GAMES The concept behind noncompetitive recreation can be either hard to understand or hard to accept or both! So who needs games nobody loses? Too often games have become rigid, judgmental, too highly organized and excessively goal-oriented. Have you seen children left out, eliminated to sit out, always chosen last, rejected and wondered why? Many children quit organized sports early because of pressure or they don’t feel they are good enough. We need to find ways for plain old fashioned fun Cooperative games offer a positive alternative. These interactive games provide opportunities for challenge, stimulation and success while eliminating the fear of failure. They foster greater communication, trust, social interaction, acceptance and sharing. Children play with one another instead of against one another. As partners instead of opponents we compete against the limits of our own abilities instead of against each other. Everybody must cooperate in order to accomplish the goals or meet the challenge. The beauty of the games lies in their versatility and adaptability. In most cases there is inexpensive or no equipment necessary. Rules need not to be strictly adhered to. Instead of being eliminated, players change roles or sides or teams and keep playing. Players can work out their own details. These games can reaffirm a child’s confidence in their selves and help them in their willingness to try new experiences. You can bring out creativity and even a boldness they never knew they had. The games can help build a “WHY NOT?” Attitude. NEVER lose sight of the fact that the primary reason children play games is to have fun. -
Building a Poker Playing Agent Based on Game Logs Using Supervised Learning
FACULDADE DE ENGENHARIA DA UNIVERSIDADE DO PORTO Building a Poker Playing Agent based on Game Logs using Supervised Learning Luís Filipe Guimarães Teófilo Mestrado Integrado em Engenharia Informática e Computação Orientador: Professor Doutor Luís Paulo Reis 26 de Julho de 2010 Building a Poker Playing Agent based on Game Logs using Supervised Learning Luís Filipe Guimarães Teófilo Mestrado Integrado em Engenharia Informática e Computação Aprovado em provas públicas pelo Júri: Presidente: Professor Doutor António Augusto de Sousa Vogal Externo: Professor Doutor José Torres Orientador: Professor Doutor Luís Paulo Reis ____________________________________________________ 26 de Julho de 2010 iv Resumo O desenvolvimento de agentes artificiais que jogam jogos de estratégia provou ser um domínio relevante de investigação, sendo que investigadores importantes na área das ciências de computadores dedicaram o seu tempo a estudar jogos como o Xadrez e as Damas, obtendo resultados notáveis onde o jogador artificial venceu os melhores jogadores humanos. No entanto, os jogos estocásticos com informação incompleta trazem novos desafios. Neste tipo de jogos, o agente tem de lidar com problemas como a gestão de risco ou o tratamento de informação não fiável, o que torna essencial modelar adversários, para conseguir obter bons resultados. Nos últimos anos, o Poker tornou-se um fenómeno de massas, sendo que a sua popularidade continua a aumentar. Na Web, o número de jogadores aumentou bastante, assim como o número de casinos online, tornando o Poker numa indústria bastante rentável. Além disso, devido à sua natureza estocástica de informação imperfeita, o Poker provou ser um problema desafiante para a inteligência artificial. Várias abordagens foram seguidas para criar um jogador artificial perfeito, sendo que já foram feitos progressos nesse sentido, como o melhoramento das técnicas de modelação de oponentes. -
Nike Let Me Play Playbook K-5.Pdf
K to 5 PLAYBOOK WELCOME TO THE WORLD OF LET ME PLAY LET ME PLAY K-2 TABLE OF CONTENTS Introduction What is Let Me Play? . 8. Maintaining Appropriate Behavior . 11. Teaching the B-A-S-I-C-S . 14. Organizing Children into Groups . 15. Locomotor Skills . 16. Movement Fundamentals . 17. Tournaments . 18. Troubleshooting . 19. Equipment List . 20. orientation Orientation Lesson - Day 1 . 25. Letter To Parents (English) . 27. Letter To Parents (Spanish) . 28. Student Expectations Cards . 29. Teaching Social Skills . 35. ME: INSIDE Lesson 1: STRIKING Balloons . 40. Lesson 2: BALANCE, TOSS AND Catch SCARvES . 44. Lesson 3: TOSS AND Catch Beanbags . .48 Lesson 4: ROLL, BOuNCE AND Catch BALLS . 52. Lesson 5: TOSS AND Catch BALLS . 56. ME: OuTSIDE Lesson 1: TOSS AND Throw to TARGETS . 60. Lesson 2: BOuNCE AND Catch BALLS . 64. Lesson 3: TOSS AND Catch BALLS . 68. Lesson 4: DRIBBLING BALLS . 72. Lesson 5: TOSS AND Catch WITH Scoops . 76. WE: INSIDE Lesson 1: STRIKING balloons . 82. Lesson 2: BALANCE, toss AND catch WITH SCARvES . 86. Lesson 3: beanbag games . 90. WE: OuTSIDE Lesson 1: ROLL AND TRAP HOOPS . 96. Lesson 2: Throw AND Catch Beanbags AND BALLS . 100. Lesson 3: ROLL, TOSS AND Catch BALLS WITH Scoops . 104. 3’s: INSIDE Lesson 1: DANCE AND RHYTHMS . 108. Lesson 2: Strength AND SKILL CircuITS . 110. 3’s: OuTSIDE Lesson 1: TOSS AND Catch WITH BALLS AND Scoops . 162. Lesson 2: DRIBBLING AND ALL-RuN GAMES . 166. 5 AT A GLANCE LET ME PLAY 3-5 TABLE OF CONTENTS ME: INSIDE Lesson 1: JuMP ROPE I . -
The Mathematical Analysis of Games, Focusing on Variance
The Mathematical Analysis of Games, Focusing on Variance Dr. ir. Tom Verhoeff, TU Eindhoven Last November, I gave a lunch talk on game analysis for W.I.S.V. Mathematically interesting questions are: Given the game's state, `Christiaan Huygens'. If you missed it, you can catch up here. how do you decide your best move? Which player can force the best Games, Mathematics, and Decisions outcome from the start? What is the (long-term) optimum result? Games have always been loved by mathematicians. Because of their A Strategic Coin Game (usually) well-defined rules, games admit a formal analysis, sometimes Let us dive into a simple strategic coin game. The two players, with surprising results. It is impossible to provide comprehensive Alice and Bob, simultaneously and secretly each choose 0 (head) or coverage in this article. Instead, I will give an overview and focus on 1 (tail)1. After committing their choices, the payoff is determined by the role of variance, which is often overlooked. the matrix in Figure 2. Alice receives e 2 from Bob when the choices J¨orgBewersdorff wrote a nice book on applying mathematics to the Bob chooses analysis of games [2]. I recommend it to the mathematically inclined reader. It classifies games according to the sources of uncertainty 0 1 that confront the players, also see Figure 1. m m Combinatorial Games generate uncertainty by the many ways in which 0 " 1 2 moves can be combined, in spite of the fact that the players have Alice chooses m open access to all information. -
2013-2014 Mississippi Physical Education Framework
2013‐2014 MISSISSIPPI PHYSICAL EDUCATION FRAMEWORK Lynn J. House, Ph.D., Interim State Superintendent of Education Kim Benton, Ed.D., Interim Deputy State Superintendent Office of Instructional Enhancement and Internal Operations Scott Clements, Director Office of Healthy Schools and Child Nutrition Christine Philley, M.Ed., CFCS School Health Administrator Office of Healthy Schools Dale Dieckman, ATC, CSCS, Physical Education Specialist Office of Healthy Schools Revised 2013 Physical Education Curriculum (K-12) Mississippi Department of Education 2013 Ordering Information Mississippi Department of Education Suite 313 - Central High School P.O. Box 771 Jackson, MS 39205-0771 phone: (601) 359-2586 Fax: (601) 359-2040 Direct inquiries to Dale Dieckman, ATC, CSCS Physical Education Specialist Office of Healthy Schools Mississippi Department of Education P.O. Box 771 Jackson, MS 39201-0771 601.359.1737 E-mail: [email protected] Published by Office of Healthy Schools P.O. Box 771 Mississippi Department of Education Jackson, MS 39201 The Office of Healthy Schools is a part of the Mississippi Department of Education and is located in Jackson, MS. In coordination with the Office of Healthy Schools, the Mississippi Department of Education continues to focus on and promote educational enhancements and innovations relating to healthy students and schools. 2 Acknowledgments The Physical Education (K-12) curriculum was presented to the Mississippi Board of Education on April 18, 2013. The following persons were serving on the state board at the time: Dr. Lynn House, Interim State Superintendent Dr. O. Wayne Gann, Chair Mr. Howell “Hal” N. Gage, Vice Chair Ms. Kami Bumgarner Mr. William Harold Jones Dr. -
Physical Education and Music Curriculum
NERSTRAND ELEMENTARY SCHOOL #4055 Explanation of Physical Education and Music Curriculum Physical Education Curriculum Introduction: This curriculum guide is intended to be the foundation for Physical Education instruction at Nerstrand Elementary School. A quality Physical Education program provides all the children with the skills, knowledge, and attitudes necessary to make wise decisions about their health and physical well-being now and throughout their lifetimes! It is this belief that is the basis for the Nerstrand Physical Education curriculum. Students at Nerstrand Elementary School receive Physical Education instruction every day for 25 minutes. The kindergarten students are taught as a group while the first through third graders are taught in a multiage setting together. This is also true for fourth through fifth graders. The Physical Education curriculum is based on three major domains of learning: 1. Psychomotor domain – This is the development of physical skills. 2. Cognitive domain – This includes the knowledge, understanding and application of information. 3. Affective domain – The social aspects of learning including communication, cooperation and sportsmanship are within this domain. These three domains are focused upon in a variety of sports, games and activities throughout the year. Physical fitness is emphasized daily. There is no magic for teaching Physical Education to students in a multiage setting. Many of the lessons are taught as they would be to a single grade class. However, there are different expectations for students from varying grade levels. This is especially evident when working on ball skills and jumping rope, for example. There are also some considerations made for size, strength and speed when dealing with activities such as soccer and hockey. -
HB03280 Jumbo Book of Games
200 Pages all up! Patti Sima, Fran Thompson and Neal Jacob Table of Contents Introduction . .6 Playground Games . .8 General Games . .9 Midnight— Steal the Bacon— Tunnel Race— Dog Catcher— Octopus— Paper, Scissors Rock Tag— Red Light, Green Light— Ghosts in the Graveyard— Birds in a Nest— Lion, May We Cross Your River?— Monkey in the Middle— Contrary Children— Hide and Seek— Kitty Wants a Corner— Guard the Pin— Capture the Flag— Four-Person Circle Chase— Leapfrog— Sardines— Simon Says— Peanut Hunt— Circle Golf— Tug of War— Push of War— Ultimate Frisbee— Obstacle Course— Egg Toss— Ice Cubes— Beanbag Toss— London Bridge— Potsie— Balloon Bounce— Tag Football Tag Games . .43 Elbow Tag—Everybody’s It—Tiger Snake Tag—Blob—Snow White and the Seven Dwarfs—Posture Tag Races and Relays . .49 Chimp Race— Lemonade— Classic Relay Race— Gossip Relay— Potato Relay— Suitcase Relay— Pass and Catch— Carry and Fetch Relay— Water Relay— Circle Passing Relay— Alphabet Scramble— Chopstick-Balloon Relay— Leapfrog Relay— Newspaper Race— Obstacle Course Kickball— Cotton Ball Race Ball Games . .65 One-Pitch Softball— London Bridge— Newcomb— Kickball— Running Bases— Octopus Ball— Washington Square— Rocket Launch and Recovery— Blizzard— Four Square Rainy-Day Games . .75 Sponge Activities and Time Fillers . .76 Beetle—I Spy—Twenty Questions—Hot and Cold—Hunt the Key—Memory Game—Spelling Chain Just for Fun . .83 Ha, Ha, Ha—Animals—Bango—Crazy Eights—Magazine Scavenger Hunt— Odd Bean—Spoons—I Doubt It—Pass the Present—Word Lightning—Tongue Twisters—Milk Jug Drop Maths/Logic . .95 Battleship—Clockwise Dice—Concentration—Fifty Points—Guess the Number—Buzz © 2008 Hawker Brownlow Education 3 HB03280 Jumbo Book of Games Table of Contents (cont.) English . -
Applications of Game Theory in Project Management: a Structured Review and Analysis
mathematics Review Applications of Game Theory in Project Management: A Structured Review and Analysis Mahendra Piraveenan Faculty of Engineering, University of Sydney, Sydney, NSW 2006, Australia; [email protected] Received: 30 July 2019; Accepted: 4 September 2019; Published: 17 September 2019 Abstract: This paper provides a structured literature review and analysis of using game theory to model project management scenarios. We select and review thirty-two papers from Scopus, present a complex three-dimensional classification of the selected papers, and analyse the resultant citation network. According to the industry-based classification, the surveyed literature can be classified in terms of construction industry, ICT industry or unspecified industry. Based on the types of players, the literature can be classified into papers that use government-contractor games, contractor–contractor games, contractor-subcontractor games, subcontractor–subcontractor games or games involving other types of players. Based on the type of games used, papers using normal-form non-cooperative games, normal-form cooperative games, extensive-form non-cooperative games or extensive-form cooperative games are present. Also, we show that each of the above classifications plays a role in influencing which papers are likely to cite a particular paper, though the strongest influence is exerted by the type-of-game classification. Overall, the citation network in this field is sparse, implying that the awareness of authors in this field about studies by other academics is suboptimal. Our review suggests that game theory is a very useful tool for modelling project management scenarios, and that more work needs to be done focusing on project management in ICT domain, as well as by using extensive-form cooperative games where relevant. -
An Instrument to Build a Gamer Clustering Framework According to Gaming Preferences and Habits
Computers in Human Behavior 62 (2016) 353e363 Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh Full length article An instrument to build a gamer clustering framework according to gaming preferences and habits * Borja Manero a, c, , Javier Torrente b, Manuel Freire c, Baltasar Fernandez-Manj on c a Harvard University, USA b University College of London, UK c Universidad Complutense de Madrid, Spain article info abstract Article history: In the era of digital gaming, there is a pressing need to better understand how people's gaming pref- Received 20 October 2015 erences and habits affect behavior and can inform educational game design. However, instruments Received in revised form available for such endeavor are rather informal and limited, lack proper evaluation, and often yield re- 1 March 2016 sults that are hard to interpret. In this paper we present the design and preliminary validation (involving Accepted 31 March 2016 N ¼ 754 Spanish secondary school students) of a simple instrument that, based on a 10-item Game Preferences Questionnaire (GPQ), classifies participants into four ‘clusters’ or types of gamers, allowing for easy interpretation of the results. These clusters are: (1) Full gamers, covering individuals that play all Keywords: fi Educational games kinds of games with a high frequency; (2) Hardcore gamers, playing mostly rst-person shooters and Classification of gamers sport games; (3) Casual gamers, playing moderately musical, social and thinking games; and (4) Non- Gaming preferences and habits gamers, who do not usually play games of any kind. The instrument may have uses in psychology and Instruments for serious games behavioral sciences, as there is evidence suggesting that attitudes towards gaming affects personal at- Applied games titudes and behavior.