Chapter 1 Play, Inventing Games, Democracy in Action, and Worldview Reintegration of Play in Games Process of Inventing Games Democracy in Action (DiA) Worldview of an Inventing Games Teacher: Ecological Complexity Thinking Summary Chapter 2 Teaching and Learning Social Justice Through Inventing Games Revisiting the True Meaning of Competition Teaching Social Justice and Democracy in Action Summary Chapter 3 Scaffolds for Learning: Schema, Transfer, Classifications, and Rules TGfU Classification and Inventing Games Understanding Game Constructs Through Inventing Rules Structuring the Inventing Games Curriculum Teaching for Transfer Curriculum Organization Summary Chapter 4 Developmental Learning and Curriculum Design Psychomotor Domain (Moving) Cognitive Domain (Thinking) Affective Domain (Feeling) Conclusions Summary Chapter 5 Pedagogical PrinciplesJoy Butler and Linda L. Griffin Teaching as Facilitating Tactical Complexity Modifications Through Representation, Exaggeration, and Adaptation Assessment of Learning Outcomes Summary Chapter 6 Inventing Unopposed Target Games Stage 1: Setting the Learning Environment and Setting Conditions for Democracy in Action by Developing a Decision-Making Agreement Stage 2: Developing Target Game Constructs by Observing a Partner Stage 3: Inventing and Playing a New Target Game Stage 4: Refining the Invented Game Stage 5: Refining the Skills Required in the Invented Game Stage 6: Challenging Everyone by Adapting Rules Stage 7: Showcasing the Game Summary Chapter 7 Innovative Approaches to Opposed Target GamesJames Mandigo Lesson 1: Accuracy to Target Lesson 2: Avoiding Obstacles Lesson 3: Using Obstacles to Get Closer to a Target Lesson 4: Preventing Scoring (Offense) Lesson 5: Preventing Scoring (Offense) Lesson 6: Preventing Scoring (Defense) Summary Chapter 8 Inventing Striking Games: Danish Longball How to Play DLB: Regulations and Rules Guide for Teaching Stages Stage 1: Setting the Learning Environment for Democracy in Action and Fair Game Play Stage 2: Changeover Rule (Transitions) Stage 3: Refining Rules and Establishing the Role of the Referee Stage 4: Strategic Offense Concept 1 and Coach and Observer Roles Stage 5: Strategic Offense Concept 2 Stage 6: Strategic Defense Concept 1 Stage 7: Strategic Defense Concept 2 Stage 8: Showcasing All Games and Standardizing One Through the Democratic Process Stage 9: Playful DLB Competition Tournament Summary Chapter 9 Striking Game: CricketKevin Sandher Unit Plan Structure Assessment Lesson 1: Learning Basic Rules Lesson 2: Offense Concept: Hitting to Open Space Lesson 3: Defense Concept: Reducing Batter Time Using Throwing Lesson 4: Running Between Wickets and Catching to Get Batters Out Lesson 5: Combination Skills Lesson 6: Defense Concept-Bowling to Limit the Batter's Time Lesson 7: Using the GPAI for Assessment Lesson 8: Pairs Cricket Tournament Summary Chapter 10 Inventing Net and Wall GamesJoy Butler and Tim Hopper Framework (Strategic Concepts and Tactical Decisions) Stages of Invention and Democracy in Action Stage 1: Setting the Learning Environment for (A) Democracy in Action and (B) Game Constructs-Defining Net and Wall Games Stage 2: Spatial Awareness in Net Games-Castle Game Stage 3: Spatial Awareness in Wall Games Stage 4: Creating Net and Wall Games Through the Democratic Process Stage 5: Challenging Everyone Through Adaptation Stage 6: Refining Games and Establishing the Role of the Coach Stage 7: Showcasing Games and Revising Stage 8: Competitive Game Summary Chapter 11 Net and Wall Games: PickleballTim Hopper Game Understanding Tactical Framework for Strategic Principles Lessons and Learning Experiences Court Areas and Learning to Play Pickleball Area 1: Short-Court Games Area 2: Long-Court Games Area 3: Volley-Court Games Doubles Dink Tennis Three for a Win Summary Chapter 12 Inventing Invasion Games Stage 1A: Setting the Learning Environment for Invasion Game Constructs and Democracy in Action Stage 1B: Defining Invasion Game Constructs Stage 2: Establishing the Game Through the Democratic Process Stage 3: Playing the Game Stage 4: Refining the Game Stage 5: Identifying the Coach Stage 6: Identifying the Referee Stage 7: Showcasing Games Stage 8: Defense Stage 9: Offense Stage 10: Transferring Concepts From Inventing Games to Institutionalized Games Summary Chapter 13 Invasion Game: SoccerSteve Mitchell Lesson 1: Primary and Secondary Rules Lesson 2: Keeping Possession Lesson 3: Distribution of Possession Lesson 4: Penetration and Scoring Lesson 5: Preventing Scoring Lesson 6: Denying Space Lesson 7: Obtaining Possession Lesson 8: Regaining Possession Summary Chapter 14 Invasion Game: Touch FootballBobby Gibson Pedagogy Democracy in Action Unit Plan Structure Lesson 1: Ultimate Football Lesson 2: Flickerball Lesson 3: Flickerball Extended Lesson 4: Offensive and Defensive Team Concepts Lesson 5: Gamelike Situations Lesson 6: Kicking Lesson 7: Team Formation and Playbook Design Lesson 8: Game Play and Game Management Summary Chapter 15 Final Thoughts
Joy Butler, EdD, is a professor in the department of curriculum and pedagogy at the University of British Columbia in Vancouver. She is coordinator of physical education teacher education (PETE), outdoor education, and health programs at the undergraduate and graduate levels. Born in the United Kingdom, Butler taught secondary school physical education there for 10 years and coached three basketball teams to national finals. Butler is active in international scholarship, organization, and advocacy for TGfU (Teaching Games for Understanding). She founded and chaired the TGfU Task Force in 2002 and aided its evolution into the TGfU SIG in 2006. She directed the 1st and 4th International TGfU conferences in 2001 and 2008. Butler has been invited to give presentations and workshops on TGfU in Finland, Singapore, Australia, Spain, Taiwan, Hong Kong, the UK, Colombia, and Germany. In 2012 she created and has since chaired the TGfU International Advisory Board, composed of 19 individual country representatives. Butler has edited or coedited seven TGfU books.