Ten pin bowling is a common form of bowling in which the players roll a ball down a “lane” with the objective of knocking over ten pins (a strike). Each player will have two chances per turn to get a strike. If a strike is not obtained on the first try, the player still has an opportunity to get one on the second attempt (a spare).
Potential barriers in the game
- Students with motor and visual impairments would have challenges holding the ball and executing the skill (hand eye coordination)
- Students with cognitive impairments will have challenges processing the movements
- Student self awareness
- Giving instructions using appropriate language in English can lead to misinterpretation of instructions by English Language Learners
- Limited equipment available so students may become bored or feel pressured when its their time to participate.
Who might be excluded
- Students who are developmentally disabled might be excluded.
- Students who are not fond of sports and physical activity.
- Introverts may prefer individual sporting activity
- Language may be a hindrance to students where English Language Learners.
- Students who are prone to high sensory overload
How does the game foster creativity and critical thinking?
- Bowling engages students to think critically about the angle of their body in relation to ratio to distance and speed. If for instance a student bowls a couple of times and the ball rolls off course, then the student needs to think about how best to adjust the angle of their body to score the pins.
- In teams, they learn to communicate and develop the best technique to knock all the pins down.
- Students can model behaviors of others through observation of other teams.
- Students need to decide on which type of balls to use in relation to heaviness, materials and size.
What content is being handled
Main objective of the game was to have a “brain break” to promote physical and social interaction through movement as a part of classes.
What skills are being activated
- Collaboration : Working together to create winning strategy (Tactical ability)
- Physical Skills: Reaction time to regroup and stack the pins; hand eye coordination.
- Personal and social responsibility: Boost their confidence through team camaraderie and their ability to respond well under pressure.
- Critical creativity: Learning and analyzing new strategies to knock all pins down under time constraints.
How will you assess if learning is happening?
The main objective of this game was to encourage physical and social interaction amongst students. However, upon observation we noticed the following progressions:
- Types of balls chosen
- Peer modeling of body positioning and athletic stance
- Students supporting their teammates by giving advice and cheering each other on
Universal Design for Learning (UDL)
This activity was not a formal assessment. The main aim was to give students a chance for social and physical interaction not tied to any academic content during class. While UDL was considered for this “learning through play” activity, not all principles could be easily applied. Students had no formal assessment, and therefore no choice could be given for them to show their competency (principle: action and expression). Similarly, due to a limited timeframe to complete the entire activity, students were not able to have choice with regards to engagement (principle 1). Despite UDL not being applicable to these two principles, there was the opportunity for representation. Students were provided with different methods of instruction: verbal, audio and written instructions. Students were also provided with different balls (heavy vs lightweight, soft vs firm etc.) to take into consideration any physical impairments.
10 Pin Bowling Video Demonstration
Group Members : Danette Paynter Shemille John Cleopatra Jones
It was great seeing how much the picking up and replacing the pins held interaction. It was alternatively competitive in the knocking down & cooperative in the rebuilding for the next throw.
What was the camera person/cheerleader?
It was a team building experience. While there were moments of competition, we gave each other encouragement and advice on ways to improve. Example how to angle the ball or even which balls were better to use. While at the beginning of the activity only one person was hitting a strike, by the end, each of us was able to do it at least once.
I’m also curious about the statement that this activity had “no formal assessment.” Aren’t the number and placement of pins knocked down an assessment? Aren’t they a “yes/no” assessment of the ball throw?
We saw it as development of skill. In fact we talked about how some of the skills developed would lend to our subject areas, such as irritability for Biology (eye hand coordination and balance), angles and addition/subtraction in math etc. We did discuss what we wanted the purpose of the learning through play to be and we decided we would not align any formal assessments, but allow for formative assessment of the skills built. I think for that reason we said no formal assessment. I am sure the other group members could help clarify.