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Preliminary results from two studies with students and teachers show learners can challenge foundational constructs related to gender, race, and ability while co-designing game structures, enabling IG to foreground ethical decision-making during play and game construction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), opens up important spaces for teaching social and ethical understanding. Games have long been regarded as a site for moral development. For most teachers, however, ethical principles have been seen as incidental rather than teachable. Preliminary findings from two studies with students and teachers have shown that students can question foundational knowledge, such as constructs around gender, race, and ability, as they work together to design game structures. Thus, IG processes can foreground ethical decision-making in both game construction and game play.  \nKeywords: ethics, Curriculum Inventing Games, physical education, Teaching Games for Understanding  \nPrécis  \nCet article postule que Inventing Games (IG), une unité d’Apprendre et comprendre par le jeu (TGfU), offre de nombreuses occasions d’enseigner la compréhension socialeet éthique. Le jeu a été longtemps considéré comme un lieu de développement moral. Cependant, pour la plupart des enseignants, les principes éthiques sont considérés comme  \nCANADIAN JOURNAL OF EDUCATION 36:4 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[http://www.cje-rce.ca](http://www.cje-rce.ca)  \nfortuits plutôt qu’enseignables. Les résultats préliminaires d’une étude de trois ans réalisée auprès d’élèves et d’enseignants ont démontré que les étudiants peuvent remettreen question des connaissances fondamentales, telles que des concepts relatifs au sexe,à la race et à la capacité, lorsqu’ils travaillent ensemble à la conception de structures de jeu. Ainsi, le programme d’études IG peut mener à une prise de décision éthique dans la construction du jeu et dans le jeu lui-même.  \n“The grand aim of all muscular activity . . .  \nis to improve conduct and moral character.”  \n~ Dudley Sargent  \nIntroduction  \nI believe the above pronouncement, made by pioneer educator Dudley Sargent in the nineteenth century (Phillips & Roper, 2006, p.133), still has considerable currency. Most contemporary PE teachers would argue that as students play games, they practise essential social skills such as cooperation and leadership, they develop character traits such as perseverance and courage, and they come to embrace values such as loyalty and fairness. However, the persistent, tacit belief that games education inculcates ethical awareness has rarely translated into the design of PE curricula.1 Typically, notions such as “teamwork”and “fair play” are left vague and seen as incidental in the traditional games curriculum. In this paper, I argue that an alternative approach, Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), provides a more productive and considered context for ethical and social education. I support this assertion with data from two research projects—a pilot study conducted 2007–2008, and an SSHRC-funded, three-year research program conducted with teachers and students in Vancouver, British Columbia, and completed in 2013.  \nDisciplinary Mastery  \nThe current dominant approach to teaching Physical Education (PE) and games is known as disciplinary mastery (Jewett, Bain, & Ennis, 1995). Dominated by a behaviourist view of learning, it uses feedback and reward to change and modify behaviour (Light, 2008) . Emphasis is placed on the reductionist isolation of desired learning techniques, which are broken down so that they can be successfully targeted in the teaching situation. As Kirk (2013) suggests  \n1 There have been notable exceptions (see Hellison, 2003) .  \nThe term “technique,” rather than “skill,” is appropriate to describe this form of physical education since it is the decontextualized movements of, for example, passing, dribbling, and sh","cbCaitnuysxgPFDN","https://ap.wps.com/l/cbCaitnuysxgPFDN","pdf",281221,22,"English","# Abstract\n# Introduction\n# Disciplinary Mastery\n# Teaching Games for Understanding","[{\"question\":\"How does Inventing Games (IG) relate to Teaching Games for Understanding (TGfU)?\",\"answer\":\"The paper describes IG as an aspect of the games curriculum based on TGfU principles, designed to open up spaces for teaching social and ethical understanding.\"},{\"question\":\"What do the preliminary studies suggest about students’ engagement with ethics?\",\"answer\":\"Students can question foundational knowledge, including constructs around gender, race, and ability, while collaborating to design game structures.\"},{\"question\":\"Why does the paper critique disciplinary mastery in games education?\",\"answer\":\"Disciplinary mastery focuses on technique and isolates learning, overlooking the mind-body connection and the affective, spiritual, and cognitive dimensions of learning needed for successful game play.\"}]","Situating Ethics in Games Education - Research findings on ethical decision-making through Inventing Games | PDF",1792083333,55]