Course:KIN355/2020 Projects/Deliberate Play
Deliberate Play
Defining the Concept and Its Importance
Deliberate play is defined as sports or activities that people engage in that are inherently enjoyable, done for their own sake, and are different from organized sports or adult-led practices (Côté & Hancock, 2016; Pesce, Masci, Marchetti, Vazou, Sääkslahti, & Tomporowski, 2016). However, this is not to say they have no purpose. Deliberate play has the minor goal of improving a child's overall sport skills (Santos, Memmert, Sampaio, & Leite, 2016). Deliberate play activities modify the rules of traditional sports and are loosely monitored by the children engaged in the game, or by nearby adults (Côté & Hancock, 2016). Some examples of deliberate play include street hockey or pick-up basketball (Côté & Hancock, 2016). It is important to allow children to perform deliberate play as it is associated with improved sport performance and promotes long-term sport involvement (Côté & Hancock; 2016). Additionally, high amounts of deliberate play during childhood builds a strong foundation of intrinsic motivation through involvement in activities that are fun (Côté & Hancock, 2016). It has been suggested that early intrinsically motivating activities, like deliberate play, has a positive effect on overall motivation over time, which in turn leads to future development and continued participation in sport (Côté & Hancock, 2016). Deliberate play is linked to the development of adaptability and creativity and is cited as being a mechanism for more elite sport performance in the later years of an individual's life (Côté & Hancock, 2016). Creativity and adaptability are important for sports because they allow the child to experiment with and innovate their actions (Santos et al., 2016).
A child's first experiences with sport shape their sporting behaviour for the future (Santos et al., 2016). Teachers, coaches, and parents should allow their children, or those they are teaching, to engage in deliberate play. By providing challenging, yet pleasant sport experiences early in life, the individual is more likely to continue participating in sport in the future as these conditions are optimal for allowing a child to improve their physical literacy skills (Santos et al., 2016).
Role in Childhood Development and Contemporary Considerations
Deliberate play at a young age also promotes motor and cognitive development (Pesce et al., 2016). Deliberate play in its most true form works to reduce burnout, limit overuse injuries and increase enjoyment (Côté & Hancock, 2016). Deliberate play, when incorporated into a more structured physical education program, promotes motor development (Pesce et al., 2016). Children who participated in a physical activity program that included deliberate play showed more pronounced improvements in motor coordination than those who did not (Pesce et al., 2016). The children who participated in this program, consisting of a combination of deliberate play and structured activities, improved in manual dexterity, ball skills, and static and dynamic balance more than children who were not introduced to this type of program (Pesce et al., 2016). From this research, the inclusion of deliberate play in a child's physical activity regimen will allow them to further improve their motor and cognitive development.
A contemporary issue that affects deliberate play, or any form of play, is the COVID-19 pandemic. The COVID-19 pandemic is a global issue that can cause acute respiratory distress and is spread through respiratory droplets and physical contact (Moore et al., 2020). Although children are less likely to contract the virus, the fear of transmitting the virus to other, more susceptible people is constant (Moore et al., 2020). The COVID-19 virus lead to closures of parks, playgrounds, and schools and limited community and social interactions (Moore et al., 2020). Without the ability to meet with peers or go to a local playscape, children will be unable to participate in deliberate play. As shown by recent studies, the physical activity levels of children and youth have largely declined, especially outdoor physical activity and sport (Moore et al., 2020). This reduction in physical activity does not allow for improvements in motor and cognitive development (Pesce et al., 2016). In addition to the lack of physical activity being performed during the pandemic
Not only is this pandemic detrimental to the child's physical health, it is also harmful to their mental health. Children and adults alike have said they feel more depressed during the pandemic than before it (Moore et al., 2020). More and more children are participating in sedentary activities during the pandemic, but it has been shown that increased physical activity has been shown to decrease depressive symptoms (Moore et al., 2020). By increasing the amount of physical activity children are getting everyday, the burden of mental illness will decrease (Moore et al., 2020).
Practical Applications
Game: Popcorn Dodgeball
Purpose: Popcorn dodgeball is a twist on a traditional game of dodgeball used to help advanced children’s ball skills, such as throwing. Popcorn dodgeball is a version allowing kids to play on their own and limit the need for adult intervention as they are able to participate the whole time. This version of dodgeball is created to increase enjoyment as nobody sits out all game. This game is different than the organized sport of dodgeball because its focus is more on the children’s enjoyment. Deliberate play should be different from organized sport and done for its own sake, in this activity that is fun. Deliberate play can modify traditional rules as popcorn dodgeball does. This game can increase intrinsic motivation because it is a fun activity. This game increases ball skills in children as well as throwing. This game allows for constant participation and in certain modifications the ability to build teamwork skills.
Age: The target age for this activity based on the predicted level of enjoyment is 5-14 years old, but can be used for people of any age to have fun in a large group setting.
Environment: The ideal environment for this game would be a large recreation room or an open gymnasium. A place to safely run around but also keep the dodgeballs accounted for. The equipment needed is approximately 1 dodgeball per child.
Set up: All the children start lined up against the far wall of the room/gymnasium and the balls are lined up in the centre of the room.
Instructions:
Children start lined up against the far wall of the room/gymnasium.
When go is called it is a free for all to the dodge balls.
When a child gets hit by a ball (as long as it is shoulders or below, head shots do not count), they sit on the floor.
When seated on the floor the child who got hit can try to hit the person who hit them with a dodgeball, but it must be from a seated position without moving. If they hit the person who hit them they can get up and continue playing.
When the person who hit that child gets hit by anyone and goes down the child who originally got hit can stand up and continue playing.
If a child doesn’t know who hit them they sit on the floor and count to 30 seconds and then get back up and continue playing.
This continues until either everyone is down and one person is left or the allotted time for play is over.
The last person standing wins.
This game can be played with any size group.
Modifications: A modification that can be made to speed up the game is to play it with 2 teams or 4 teams.
If playing in 2 teams have half the children start on one side of the room and half start on the other side. The children must stay on their side the whole time and only hit those on the opposing team. Last team standing wins.
If playing in 4 teams have the children equally spread out in all 4 corners of the room. The children must stay in their corner and only hit those in other corners. The last team standing wins.
Game: Four (4) Corner Soccer
Purpose: 4 corner soccer is an expanded version of the traditional game of soccer used to help advanced children’s teamwork skills. 4 corner soccer is a game used to advance the ball skills in children, including kicking and blocking. 4 corner soccer is a version allowing kids to play on heir own and limit the need for adult intervention as there is no reason for referees or coaches. This version of soccer is created to increase enjoyment as it gives children more opportunity to score and be engaged in because the teams are bigger. This game is different than the organized sport of soccer because its focus is more on the children’s team work skills and enjoyment. Deliberate play should be different from organized sport and done for its own sake, in this activity that is fun and skill building. Deliberate play can modify traditional rules as 4 corner soccer does. This game can increase intrinsic motivation because it is a fun and engaging activity. This game increases teamwork skills in children. This game also increases ball skills in children as well as kicking and blocking. This game allows for constant participation and enjoyment for a wide age range of children.
Age: The target age for this activity based on the predicted level of enjoyment is 6-15 years old, but can be used for people of any age to have fun in a large group setting.
Environment: The ideal environment for this game would be a large recreation room, an open gymnasium, or a school field. A place to safely run around but also keep the soccer balls accounted for. The equipment needed is 4 soccer balls, 4 hockey nets,, 4 sets of coloured pinnies for teams.
Set up: Set up the nets in the 4 corners of the playing area, or make up imaginary corners and place the nets there. Divide teams into 4. Give each team different coloured pinnies (i.e. team 1: purple, team 2: green, and so on). Give each team a ball.
Instructions:
Have each team choose one or two goalies depending on the size of the net and/or the age of the children (it is recommended to have 2 goalies when children are under 10).
Once the teams are set one person says go and the game commences.
Each team will be able to play against the others and try to score on the 3 opposing teams. The players can discuss amongst themselves if they want defence, forwards, or free for all.
The goal is to get the most goals by scoring on the opposing teams.
Every time a goal is made a point is scored for the pinnie colour that made the goal.
At the end of the game time the team with the most goals wins.
Modifications: Modifications to make the game more advanced for older children would be to set a time limit such as who can get the most points in 15 minutes. Modifications for younger children would be to have 2 goalies instead of one, to have the same coverage of the net that the older kids with more experience would have.
Summary
Deliberate play is a type of engagement in physical activity, which children get involved in sports due to their intrinsic motivation and the activities would be largely monitored by themselves. The major goal of deliberate play is helping children to enhance overall sport skills and promoting life-long sport involvement. By engaging in deliberate play, children could gain motor and cognitive development efficiently. Games like popcorn dodgeball and four corner soccer would be effective examples. However, the decrease in playground accessibility due to COVID-19 may reduce children’s time spent on deliberate play, which would negatively affect their physical and mental health.
References
Côté, J., & Hancock, D. (2014). Evidence-based policies for youth sport programmes. International Journal Of Sport Policy And Politics, 8(1), 51-65. doi: 10.1080/19406940.2014.919338
Moore, S., Faulkner, G., Rhodes, R., Brussoni, M., Chulak-Bozzer, T., & Ferguson, L. et al. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: a national survey. International Journal Of Behavioral Nutrition And Physical Activity, 17(1). doi: 10.1186/s12966-020-00987-8
Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. (2016). Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects. Frontiers In Psychology, 7. doi: 10.3389/fpsyg.2016.00349
Santos, S., Memmert, D., Sampaio, J., & Leite, N. (2016). The Spawns of Creative Behavior in Team Sports: A Creativity Developmental Framework. Frontiers In Psychology, 7. doi: 10.3389/fpsyg.2016.01282