PlaySport is an excellent resource for the delivery of game-based activities in after-school settings. The activities included within PlaySport are fun, engaging, and inclusive of all participants at various levels of physical ability. They are designed to help build physical literacy and are suitable for use in various locations.
Features of Playsport Activities
These descriptions of features located on the activity cards are provided to enhance understanding of PlaySport and its connections to after-school settings.
Divisions
Division categories are located at the top of each activity card to indicate the most appropriate division for the activity. It’s important to note that the divisions identified are only suggestions. Some activities can be adapted to suit various divisions using the options for variations included on each card. Educators and activity leaders should review the activity instructions, equipment options, location requirements, and variations to select activities appropriate for the group with whom they are working.
Divisions by Age Ranges
- Primary/Grades 1-3/approximate age range: 6 to 9 years
- Junior/Grades 4-6/approximate age range: 9 to 12 years
- Intermediate/Grades 7-10/approximate age range: 12 to 16 years
- Senior/Grades 11-12/approximate age range: 16 to 18 years
Locations
- Gymnasium
- Multipurpose room (e.g., hallway, church basement, small indoor space)
- Outdoor space (e.g., field, pitch, tarmac, unobstructed parking lot, park)
Equipment
- Objects to send (e.g., various size balls, beanbags, yarn or sponge balls, discs, rubber chickens)
- Implements for striking (e.g., plastic bats, lollipop foam paddles, scoops)
- Implements for fielding (e.g., bucket, upside-down pylon, lacrosse stick)
- Bases/floor markers (e.g., throw down bases, beanbags, carpet squares, cones, hula hoops, pylons, rubber/vinyl markers, tape)
- Objects to mark sending lines (e.g., chalk, floor tape)
Group Sizes
- Parallel play (participants play alongside using the same space/equipment, but not with or against each other)
- Pairs play (1 on 1 or 2 on 2 play)
- Small groups (4–6 participants/group)
- Medium groups (5–7 participants/group)
* Note that select activities have various options for group sizes and configurations and this is always indicated at the beginning of the “How to Play” section.
Pause for Learning
“Pause for Learning” is when facilitators pause the game and ask participants to focus on specific skills, concepts, and strategies related to that game. Refer to the “Movement Competence: Movement Skills, Concepts, and Strategies” section for additional context on the “Pause for Learning” section and questions.
Examples of “Pause for Learning” questions are provided on each activity card. In an after-school setting, these sample questions may be used to help participants further develop their physical literacy by transferring their learning to diverse physical activity experiences beyond the school setting. The sample questions may also be adapted so that participants can reflect on cooperation and relationship building skills when playing with others, problem-solve for team/individual success, and select variations to include within the game to make it fun and inclusive for everyone while considering how to keep themselves and others safe during physical activity.
Movement Competence: Movement Skills, Concepts, and Strategies
Each activity card makes connections to key movement skills, concepts, and strategies that participants can practise and acquire through participation in the activity, thereby enhancing their physical literacy. They include:
Movement Skills
- Stability Skills are used by participants to balance their body in one position without moving, such as standing on one foot. Stability skills also include the ability to keep the body balanced using core muscles (abdomen and back) while moving in ways such as bending, twisting, turning, rolling, and wheeling.
- Locomotion Skills are used by participants when they move from one spot to another (e.g., walking, running, skipping, hopping).
- Manipulation Skills are used by participants to send and receive (e.g., throw, roll, kick, dribble, volley, strike, catch, trap) an object (e.g., a ball, a disc). When sending and receiving, participants either apply force to, or receive force from, an object.
Movement Concepts
- Body Awareness: the ability to understand what parts of the body move and in what ways (e.g., stretching leg muscles, performing bicep curls).
- Spatial Awareness: the ability to understand the direction in which the body is moving (e.g., forward or backward, up or down).
- Effort Awareness: the ability to understand how the body moves (e.g., fast or slow, with strong or light force).
- Relationship: the ability to understand who the body moves with, such as when a participant shadows another or a group moves together. This also includes an individual’s relationship to objects (e.g., being over, under, beside, on, off an object).
Movement Strategies
Participants may have goals when they take part in physical activities and games and can practise using strategies to achieve these movement goals. Examples of goals are swimming one pool length, running/wheeling for a designated length of time, striking an object to send it into an open space, receiving an object, maintaining possession of an object, or passing an object to a group member. To achieve these goals and others, participants must understand their own skill level, know how to move their bodies in various environments and conditions (e.g., how to balance on ice), know how to send and receive objects with aim and accuracy, understand and follow the instructions and safety rules of an activity or game, and think strategically/make a plan about how they can achieve their goals before they take action. This ability to plan and think of their own safety is an important life skill that can transfer to diverse situations outside of physical activity (e.g., road safety, fire safety).
Skills for Lifelong Healthy, Active Living
PlaySport activities also help participants develop a positive sense of self, develop and maintain healthy relationships, learn to cope with challenges, take responsibility for their actions, and use critical and creative thinking skills as they set goals, make decisions, and solve problems through gameplay. Acquiring these skills is an important aspect of children and youth’s overall healthy development.
Some examples of these skills are:
- Trying out new solutions to problems.
- Expressing emotions.
- Seeking help.
- Showing respect.
- Working collaboratively with a partner or in a group.
- Appreciating people’s differences.
- Actively listening, clarifying, questioning, and responding.
- Taking responsibility for their personal safety and the safety of others.
Teaching Games for Understanding (TGfU) Approach
PlaySport activities were developed using The Teaching Games for Understanding (TGfU) Approach, which centres on a child’s inherent desire to play. The concept is to teach children and youth a game by having them actually play the game. During play, game facilitators ask participants questions that help them explore, discover, create, and experiment with movement and strategy. To learn more about the TGfU approach, consult the Teaching Games for Understanding section in this resource.