6-Steps to a Trouble-Free Playground

6-Steps to a Trouble-free Playground

By Curt Hinson, Ph.D.

The Basics of Recess

 Recess is a time for children to learn through movement, play, and social interaction.  Recess has many purposes, but having children burn off energy shouldn’t be a priority.  The perception of recess (what it is and its value) is generally not correct.  Children need to be taught what to play and do at recess.  Children generally need ideas given to them about what to play.  Few people understand the true importance of play in the development of children.  Children learn emotional intelligence through play with their peers. Emotional intelligence is a form of social skills that includes: self-awareness; motivation; cooperation; communication; empathy; and self-control.  The purpose of recess is not what it should be and the games children play at recess are not developmentally appropriate.  Recess is a fun learning tool. Over 90% of children say it’s their favorite part of the school day.

The Trouble-free Playground Philosophy

Principal 1: Teaching Self-responsibility

 The ultimate goal of education should be to teach children to be self-responsible for their own learning and their own behavior.  Teachers usually assume that children come to school with a sense of self-responsibility already in place.  It is beneficial to allow children chances to engage in self-responsibility.  Children learn self-responsibility when they are given choices and allowed to make decisions.  Part of being self-responsible is having control of oneself.  Behavior problems in schools are often a direct result of the attitude created by a lack of social self-responsibility.

Principal 2: Nurturing Intrinsic Motivation

 Intrinsic motivation comes from within a person. You do things because they have meaning to you and you see the value in them.  The opposite of intrinsic motivation is extrinsic motivation; when you do things because you are being bribed, threatened, manipulative, rewarded, or punished.  Intrinsic motivation and self-responsibility are linked together. You can’t have one without the other.  Intrinsic motivation increases independence. Extrinsic motivation causes dependency.  Intrinsic motivation is accomplished through giving children control, challenging them, making them curious, being creative, and offering constant feedback.

Principal 3: Using the Inclusion-style of Teaching

 The inclusion-style of teaching is based on the premise that 100% of the children are participating 100% of the time at a level that meets their individual needs and abilities.  Excluding children from games, which occurs in activities such as Dodge ball; Duck, Duck, Goose; and Musical Chairs, is detrimental to their development.  Non-inclusion games and activities do not promote success for all students. They actually are set up for the majority of children to fail.  Inclusion-style activities are for everyone. Exclusion-style activities are only for the elite. 6-Steps to a Trouble-free Playground

Step 1: Teach Social Skills

 Adults who work with children teach social skills whether they want to or not.  Social skills are the skills we need to cope with our environment and the people and things in it.  Social skills such as self-control and communication are usually lacking in children who are constant behavior problems.  The best way to teach social skills is through play.

Step 2: Change the Games to Make Them More Developmentally Appropriate

 The games children play at recess are not mentally, emotionally, or physically appropriate for them.  The mental, emotional, and physical skills needed to play the games are much higher than the skills the children possess.  Games need to be changed so that 100% of the children are participating and so that the rules are made simple.  The biggest change to make to games is to break them into smaller group games.

Step 3: Change the Perception of Recess

 Children and teachers believe that recess is free time away from learning, when in fact it can be a valuable learning experience.  When children view recess as “free-time” they have a tendency to act in a less responsible manner than usual.  The “free-time” attitude causes children to push the limits of irresponsible behavior.  Recess should be an extension of the learning that takes place in the classroom.  To help change the perception of recess, children must see that its content is respected and valued.  Posting recess games and appropriate behaviors in the classroom helps children see the importance of recess.  Having children write an evaluation of what they did at recess helps them to focus on the learning that takes place at recess.

Step 4: Move Away From Threats, Punishments, Consequences, and Rewards

 Extrinsic motivation in the form of bribes, punishments, threats, rewards, and the like is only a short-term solution to problems.  Extrinsic motivation teaches very little about how to be self-responsible and doesn’t continue to be effective.  Teachers who rely on such methods of motivation are generally less interested in what children learn and more interested that their workday goes smoothly, with little distractions.  Extrinsic motivation causes children to become reliant on teachers to make rules and implement consequences. The children never learn to take responsibility for their actions.  To allow children opportunities to control themselves, they must be given choices and be allowed to make decisions.  Establishing “Levels of Behavior” and letting children choose how they wish to act is the first step in teaching self-responsibility.  Children who are continuously punished because of poor behavior become calloused toward school and authority figures. Children who are given choices and allowed to make decisions become self-reliant. Step 5: Hold a “Game Day”

 Game Day is a day for children to learn new games.  Every teacher learns a game and teaches it to all the classes on a rotating basis.  Game Day is a great way to change how and what children play at recess.

Step 6: Use Recess as a Topic for Writing and Discussion

 To help promote the importance of recess and encourage responsible behavior, it is beneficial to talk and write about the daily occurrences on the playground.  By letting children focus on recess at times other than recess itself, they learn that recess is a valuable part of the school day.  One of the best ways to encourage responsible behavior on the playground is to set aside regular class meetings to discuss recess.  Children can also keep a “Recess Journal” and write about their experiences on the playground or complete a daily “Recess Evaluation Form.”

 Copyright 2002 by Curt Hinson, Ph.D. Printed with permission. To order copies of Curt Hinson’s books, 6-Steps to a Trouble-free Playground and Games Kids Should Play at Recess, contact PE Publishing Co., 888.217.9131. Games for creating a Trouble-free Playground

By Curt Hinson, Ph.D.

Beanbag Air Hockey Equipment: Beanbags (small cones or markers can also be used) How to play: The children form pairs. Each pair faces each other about 6-8 feet apart on their hands and knees. The object is to slide the beanbag between your partner’s hands (markers can be used instead of the hands) without your partner stopping it with his/her hands. The game continues with the partners sliding the beanbag back and forth trying to score.

Deflection Equipment: 2 flying discs and 2 targets (cone with wiffle ball on top) for every 4 players How to play: The players form teams of two. The targets are set up approximately 40-60 feet apart (depending on the skill level of the players). One player from Team A and one player from Team B stand at one target (each has a disc) and the other two players stand at the other target. Player 1 from Team A throws the disc at the far target. If the disc hits the target and knocks the ball off on its own, Team A receives 2 points. If the thrower’s teammate can deflect the disc with his/her hands so that it knocks the ball off the target, Team A receives 1 point. Player 1 from Team B now throws, and his/her teammate tries to help by deflecting the throw toward the target. After Player 1 on both Team A and B have thrown, their partners (Player 2 on Teams A and B) take turns throwing, with Player 1 attempting to deflect their throws. The game continues with teams taking turns throwing. The game can be played to 11, 15, or 21. A team must win by 2 points.

Describe Me Equipment: None How to play: The children form pairs and stand facing each other. One partner verbally describes the other person’s clothes (e.g., a blue shirt with a button-down collar, long sleeves, etc.) in detail. After approximately 60 seconds, the partners switch roles. Use this activity to give the children experience in verbalizing their thoughts and describing what they see.

Frankenstein Equipment: Blind folds (optional) How to play: The children form pairs. One partner is “Frankenstein” and the other partner is the “Doctor”. The object is for the Doctor to give Frankenstein (who is blind-folded or has eyes closed) verbal instructions to move around the area without bumping into others or walls (objects). Frankenstein must keep both arms extended out in front to act as bumpers in case he/she gets too close to others or objects. Frankenstein should walk slowly and only go where the Doctor instructs. The Doctor is responsible for Frankenstein’s safety. After a minute or two, the partners switch roles.

Grab It Equipment: One beanbag for every 2 players How to play: The players sit facing each other with legs crossed and beanbag on the floor between them. The teacher calls out “ready” and the players place their hands on their knees. The teacher then calls out “grab it” and the players each try to grab the beanbag before their partner. One the beanbag has been grabbed, the turn is over and the beanbag is returned to its starting position. The players get ready for the next turn. Variation: Try using objects at once, such as a ball and a beanbag. Call out the object to be grabbed. Also, call out right or left and let the players grab the object with the correct hand.

Guard the Cookie Jar Equipment: 4 poly spots (cookie jars) and 4 beanbags (cookies) How to play: The four poly spots are placed on the floor or ground around the area. Four players are selected to guard each of the cookie jars by standing over top one of the poly spots. A beanbag (cookie) is placed on each poly spot. On the signal to begin, all other players attempt to grab a cookie from one of the jars. If a player can successfully grab a cookie without being tagged by the guard, then that player becomes the new guard. Players who are tagged while attempting to remove a cookie must go play at one of the other cookie jars. When they are tagged at another cookie jar, they may return to a jar in which they had previously attempted to remove a cookie. Guards who lose their cookie must also leave and go play at another cookie jar before they can attempt to remove the cookie, which they had previously guarded. Hoop Ball Equipment: 1 hoop and 1 playground ball for every 2 players How to play: The children form pairs. Each pair stands around a hoop, lying on the ground. One player has the ball. The player with the ball bounces the ball one time then strikes it with her hand, making it bounce inside the hoop. The opposing player must now attempt to return the ball to the hoop by striking it with his hand before it bounces again (similar to volleying back and forth in tennis). When a ball cannot be returned successfully to the hoop, the other player receives one point. The game can be played to 11, 15, or 21. The winner must win by 2 points.

Hoop Guard Equipment: 2 hoops and 1 beanbag for every 4-6 players How to play: The players form two teams of 2 or 3 (2-on-2 or 3-on-3). Two hoops are set up approximately 40 feet apart, lying on the ground or floor. One team has the beanbag (offense) and stands at one hoop. The other team stands at the far hoop (defense). If there are 3 players on each team, then one player from each team stands inside their hoop and plays goalie. The other 2 players are the offense and defense and are free to move up and down the field. The players on each team try to gain possession of the beanbag and toss it into the opposing team’s hoop. If the beanbag lands in the hoop and stays inside of it, 1 point is scored and the game continues. If playing with goalies, the goalie must remain inside the hoop. Players can travel with the beanbag and pass it back and forth. Defensive players cannot knock or grab the beanbag out of offensive player’s hands (no contact allowed). Passes may be intercepted. If the beanbag falls to the floor or ground, the team that had possession last, loses possession to the other team.

I Like Equipment: None How to play: Each child decides on one thing that he/she likes (e.g., I like swimming). The children then walk around the area greeting others, shaking hands, and telling as many people as possible what they like.

Jumpin’ Jack Flash Equipment: None How to play: The children form pairs and stand facing each other. Each child makes a fist and shakes it 3 times (palm facing down) with their partner. On the third shake, each partner sticks out any number of fingers (1-5). The object is to add your number of fingers with your partner’s number of fingers and call out the answer first. The person who correctly calls out the answer first, wins that turn and gets to do the number of jumping jacks that was called out (Yes, the winner does the jumping jacks!). The pair then plays again. After the second turn, each player raises his/her hand and looks for a new partner to play with.

Keep Away Equipment: 1 or 2 soft balls or objects for every group of 5 players How to play: Place the children in groups of five. Four players form a square (corner players) and the fifth player stands in the center of the square (center player). The square should be approximately 10’x 10’. The corner players attempt to toss the ball around or through the square without the center player touching it. If the corner players lose control of the ball, or if the center player steals it, touches it, or knocks it away, the last corner player to have touched the ball switches places with the center player. Variation: The center player may also get out of the center by tagging a corner player who is in possession of the ball. Tips: Remind corner players to stay in one spot. You may want to mark spots with poly spots so they know where to stand. The center player can use his/her hand or feet to touch or stop the ball.

Picture Analysis Equipment: Cards with photos of children in different positions on them How to play: The children form pairs. One child has a picture card showing a person in a unique position. Without showing the picture to the partner, the child tells the partner how to get into the same position. Once the position is achieved, the children get another card and switch roles.

Team Juggle Equipment: Foam balls or other soft objects How to play: The children form groups of five and stand in a circle. Each group is given one ball to start. The group passes the ball around the circle in a “star” pattern, with each player always throwing to the same person. After the children have mastered one ball, another ball is added. The challenge is to see how many balls or objects each group can juggle at one time, without dropping or missing the balls. Team Touchdown Equipment: Foam ball or soft object (e.g., rubber fish or pig) and 4 cones How to play: Players are divided into 2 teams (2, 3, or 4 on a team is best). The playing field is set up as a rectangle approximately 30-40 yards long and 15-20 yards wide. The cones are used to mark the corns of the rectangle. The object of the game is to move the ball down the field and throw it to a teammate who is standing in the opposing team’s end zone. The end zone is the area at the end of the rectangle past the cones. Players cannot run with the ball, but are allowed to pivot (as in basketball). No contact is allowed. The ball cannot be grabbed or knocked out of an opponent’s hands. If the ball lands on the ground, the team that had possession last loses possession. The other team picks the ball up and begins moving down field. The opposing team can intercept thrown passes. One point is scored for each touchdown. Once a team scores a touchdown, they drop the ball on the ground and then get ready to play defense. The other team picks up the ball and begins moving on offense. The game is continuous.

True or False Equipment: Cones or markers How to play: Players are divided into 2 groups and stand (or sit on the floor) facing each other approximately 5 feet apart. One group is designated to be the “true” team and the other group is the “false” team. A safety line is marked on the floor or ground approximately 20-30 feet behind each group. The teacher asks a question or gives a statement that is either true or false (e.g., the capitol of California is Sacramento). If the statement or question is true, the true team (gets up and) runs to their safety line, while the false team attempts to tag them. If the statement is false, the roles of the teams are reversed. Any player tagged by an opposing player switches teams and the game continues with the next statement.

West African Jumping Equipment: None How to play: The children form pairs and stand facing each other. The players decide who is the “same” winner and who is the “different” winner. The game begins with the players jumping in place six times. On the sixth jump, both players randomly stick one foot forward when they land. If the feet match on the same side, the “same” player wins; if the feet are on opposite sides, the “different” player wins. The game continues with the players jumping six times again.

 Copyright 2002 by Curt Hinson, Ph.D. Printed with permission. To order copies of Curt Hinson’s books, 6-Steps to a Trouble-free Playground and Games Kids Should Play at Recess, contact PE Publishing Co., 888.217.9131.