Lesson 5 - Game Design Skills
Creative Challenge Design
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we use our understanding of games to create exciting and fair challenges for others?
Learning Objectives
- To make strategic decisions about when to run and act in team challenges
- To use speed, pace and tactical awareness in individual and team situations
- To design and create engaging games using knowledge of game structures and rules
Key Outcomes
- Students will demonstrate decision-making skills in fast-paced team activities
- Students will apply their understanding of game categories to create original games
- Students will collaborate effectively to solve design challenges and explain rules to others
Equipment & Resources Required
3-4 balls per team area for four-way dodgeball
Alternative: Soft foam balls, bean bags
For marking boundaries and game areas
Alternative: Markers, spots, rope
Bats, racquets, hoops, bibs, bean bags for game design activity
Alternative: Based on availability
For team identification during activities
Alternative: Coloured spots, wristbands
For timing game rounds and transitions
Alternative: Phone timers, wall clock
Key Vocabulary
A plan of action designed to achieve a long-term goal
Different types of games: invasion, net/wall, striking and fielding
The main goal or purpose of a game
The defined limits of the playing area
Working together effectively to achieve a common goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of game rules and objectives
- Experience working in teams and small groups
- Knowledge of different types of sports and games
Current Skills
- Strategic decision-making in dynamic situations
- Understanding game design principles
- Collaborative problem-solving and communication
Next Steps
- Advanced tactical planning and leadership
- Creating complex multi-stage challenges
- Evaluating and refining game designs based on feedback
Milestone Indicators
Key Teaching Points
- Game design requires balance between challenge and achievability for all players
- Effective rules are simple to understand but create interesting decisions for players
- Collaboration involves listening to all ideas before making group decisions
- Testing and refining games is essential to ensure they work as intended
- Clear communication is crucial when teaching games to others
- Different game categories (invasion, net/wall, striking and fielding) have distinct characteristics
- The best games encourage fair play and positive social interaction
Common Misconceptions
- More rules always make games better - clarify that simple, clear rules often create the best games
- Competitive games must have winners and losers - explain how fun and learning can be measures of success
- Only sporty students can design good games - emphasise that creativity and collaboration are equally important
- Games must use lots of equipment to be interesting - demonstrate how simple equipment can create engaging challenges
- Rules cannot be changed once established - show how good game designers adapt and improve their creations
SEN Adaptations
ADHD
- Break design process into shorter, clearer steps, provide fidget tools during discussion periods, offer movement breaks between planning phases
dyspraxia
- Support with equipment selection and handling, provide extra time for game testing and rule explanation, pair with supportive teammates
autism spectrum
- Provide clear structure for design process, offer visual schedule of lesson phases, create quiet reflection space if needed, prepare for sensory breaks
visual impairment
- Use bright coloured equipment for easy identification, provide verbal descriptions of visual demonstrations, pair with sighted buddy for equipment selection
hearing impairment
- Use visual signals and demonstrations, provide written instruction cards for game rules, ensure face-to-face communication during explanations
physical disability
- Adapt games for seated play or modified movement, provide alternative equipment options, ensure accessible team roles in design process
Cross-Curricular Links
English
Speaking and listening skills through game explanations and presentations, descriptive language for rules and procedures
Maths
Understanding of number in scoring systems, spatial reasoning in game area design, logic in rule structures
PSHE
Teamwork, leadership, negotiation skills, accepting different viewpoints, building confidence through presentation
Teacher Guidance
Positioning
Central position during demonstrations, circulate between teams during design phase for equal attention
Observation Focus
Watch for inclusive collaboration, creative problem-solving, understanding of game principles
Intervention Points
Step in if teams struggle with decision-making, equipment disputes, or rule clarification needs
Demonstration Notes
Use clear, enthusiastic delivery for game explanations. Model collaborative discussion techniques during team planning phases. Show genuine interest in student-created games during presentations.
Verbal Cues
- •'What category does your game fit into?'
- •'How will other teams understand this rule?'
- •'Test your idea - does it work?'
- •'What makes this game fun and fair?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) or outdoor area minimum 20m x 30m, clear of obstacles
Surface Check
Non-slip surface for dynamic movement, even ground free from hazards or debris
Equipment Safety
Safety Checks
- •Check all balls are appropriately soft for throwing activities
- •Ensure cones and markers have no sharp edges or cracks
- •Verify bat and racquet condition if selected by teams
- •Confirm adequate space between equipment selection areas
Risk Management
Key Risks
- •Collisions during four-way dodgeball
- •Inappropriate use of equipment during game design
- •Overcrowding around popular equipment
- •Potential for conflicts during collaborative work
Risk Mitigation
- •Clear boundaries and safety rules established immediately
- •Below-waist hitting rule enforced strictly during dodgeball
- •Adequate spacing between team design areas
- •Adult supervision during equipment selection and use
- •Clear protocols for conflict resolution during collaboration
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all team areas during design phase
- •Monitor equipment use and return throughout lesson
- •Circulate actively during collaborative work to support positive interactions
Emergency Procedures
Stop all activity immediately, assess any injuries, provide appropriate first aid, contact office if serious injury occurs