Teaching Play In a

Sports Environment

Play Resource Pack

Play

• In order to achieve this outcome it is crucial to understand certain parameters surrounding play, and then apply them when teaching.

• Psycholudics applies these parameters and can aid leaders, coaches and teachers in creating an environment of play where children can progress and develop.

• Psycholudics is the study of the mind and body when playing. This can apply to either children or adults and it encourages individuals and groups to develop their physical and spiritual identity whilst understanding the world around them.

What Is Play?

• Play is about building social relationships, but it can also be carried out through individual, solitary reflection. Play can also be defined as developing physical skills, but, it is also a passive, reflective, mental activity. In fact, for everything we use to describe it, there is an opposite description.

• We believe that we are driven to play as part of our basic human development. This play drive is as much part of us as the urge to breathe. From the earliest days as children, the play drive is what helps us learn the key skills essential for our survival. We cannot see this play drive, though we can see the effects it produces. The full play cycle is the basis for a psycholudic understanding of the play process.

The Play Cycle

• Each stage of the play cycle provides clues and information as to how individuals are expected to behave. As Sports Leaders you should be able to identify this behaviour and specify what stage the child is displaying and predict what stage the child shall enter next. However, you must remember that individuals will progress and develop at different rates and as such each child should be treated differently.

• Metalude: this is the source of all play. It is the moment of daydreaming and thought process before the act of play itself. Thus the child subconsciously thinks about play before physically revealing play cues. In a sporting context this could mean the want or need to be physically active.

• Play Cues: the play cue is the signal that a child wants to play. This cue could be spoken, eye contact or through the use of equipment. When displaying these cues the child is expecting a response, which may not always be positive. In a sporting context this could be if a child kicks a ball towards you as a leader or to another child within the group, or offers a racquet.

• Return: this is the response the child will get from showing a play cue. The return will be shown by another child or by an adult. The return can be from a verbal response, use of body language or acceptance of equipment. If the child gets a positive response, they may issue another play cue in which case they will be playing and learning. If the child gets a negative response they may stop playing altogether or offer another cue. In a sporting context acknowledging verbally you want to play or accepting a piece of equipment would be a positive response and play would commence.

• Frame: this is a material or non material boundary that keeps the play intact. The frame can be changed by adapting the situation, whether with people, equipment or a rule. The play frame can only be initiated and chosen by the child. In a sporting context this could be where the child asks for another player to go in their team, a change of opponent or a different piece of equipment to use.

• Adulteration: this is when you may need to intervene during a play session in order to make the session as playful as possible. You may have to make judgements affecting the play frame of several children or to remind a child of the risks if crossing boundaries. You should always try to give a response that is playful rather than controlling or prescriptive. In a sporting context this could be if a child breaks the rules then explaining why the rule is in place would be more appropriate than excluding them from the play session.

• Annihilation: This is when the child has decided that play has ended. This could be as simple as the natural ending to the game or the dramatic destruction of something they have just created, such as a sandcastle, model or drawing. Annihilation occurs when the play has no more meaning for the child, when they have got what they wanted from the play experience. In a sporting environment this could mean taking away or destroying the equipment which was being used. Annihilation is about the child making their choice that play has ended.

• Dysplay: this happens when the play cues are overwhelmed with anxiety. Children who are denied choice will be restricted in their play and the cycle will be incomplete. The child will try to compensate this with play cues that are more urgent perhaps causing conflict with the environment around the child. In a sporting context this could be arguing with team mates, opponents or officials.