What kinds of social interactions can be found when children are engaged in a student-designed games unit?

Secondary school physical education

“…Whilst there is an argument that cost can be a barrier to inclusion in some of these activities, we argue that within cost constraints, the curriculum should only be limited by teachers' imagination in order for all pupils to achieve the stated aims of the subject. In addition, teachers may consider how growing trends, such as 'student-designed games' (or games making) (Vidoni and André, 2018), may also help their pupils work towards achieving the aims of the physical education programme. A central tenet of games making, for example, is to make games for learning, rather than merely to play games for learning, a clear alignment with AfPE's (2015) aspirations of both learning to move and moving to learn.…”

“…A central tenet of games making, for example, is to make games for learning, rather than merely to play games for learning, a clear alignment with AfPE's (2015) aspirations of both learning to move and moving to learn. Studentdesigned games can also overcome the potential issue with much games teaching, which alienates many pupils, by giving them opportunities to design, trial and review games which are appropriate for all involved (Vidoni and André, 2018). It could be said, however, that student-designed games, in some instances, can skew the curriculum towards a prioritisation of life skills over movement skills.…”