Why Games Work In Some Families And Not Others?

This is an article written for the February 2011 addition of thru-the-portal an ezine for Social Gamers which sadly due to work pressures has not yet been produced. We hope you like it.

Is it just chance or are there common factors that affect or indeed afflict those families where the mention of playing a board game will illicit groans or worse people making for the nearest door; meanwhile in other families peoples’ eyes light up and as one person on Boardgamegeek (BGG) put it “my girls are already making a beeline to the game closet”?

I suggest that there are three broad areas within families that result in a negative response to the question ‘anyone fancy a game?’

A. Playing The Wrong Games

There are thousands of games available but for those who have not discovered modern / designer / Euro games when asked ‘what games they have played’ they will likely reel off a series of games whose names will likely include 2 or 3 of the following Monopoly, Trivial Pursuit, Scrabble, and Cluedo. The games will typically have been bought around the holiday season, arguably from retail outlets who sales staff who know little about the games themselves, they just know what sells. Worse yet there maybe the games around a popular TV series or films where the key factor in the purchase is recognition of the images on the box or whether the intended recipient like the program / film in question, if so it must be the right game for them.

Sadly the games mechanisms are often weak, heavily luck or knowledge based, or overly confrontational often with an exclusion dynamic and with a playing time that one commentator suggested leads to “the slow strangulation of the weaker players” or as another person put it 

Sheffield: Innovation & Imagination

As more of a casual and light hearted look at some of our work, I have decided to have a quick recap at the city of Sheffield and the organisations within it and look back at some of what we have done there.

Sheffield, along with Huddersfield, was one of the first areas that brought Imagination Gaming in to work with them, helping with engagement and providing challenging activities, in and out of school hours.

For the first twelve months I did a great deal of promoting to get the word out there and a number of people from these areas got back to me, really understanding what I envisioned for their area and worked closely with me to make the events a big success and really helped get Imagination gaming off the ground so to speak.

To date we have worked with several organisations within Sheffield and with some incredibly enthusiastic and energetic people. These include:

Games Build Bridges… A Universal Language

This article describes an on-going project in Beech Hill primary school in Halifax. Following an initial meeting with the Principal Officer for Primary Schools in Calderdale, Lawrence Killian, we were introduced to the Head and Leadership team of a primary school that was looking for new initiatives to compliment both the curriculum and PSHE education from a fresh angle. One thing that stood out about this school was the sheer variety of nationalities that were present and the added hurdles that can cause in school and the wider community. This is what has happened so far…

 

A Chance Meeting

At Imagination Gaming we are always talking about how games are a fantastic barrier breaker – an activity that can introduce and connect friends, colleagues and complete strangers. Usually it’s for the students or the games players and then their families and their friends. But this was different…

Playing Traditional Style Games Can Increase Children’s Life Chances!

As I write this I cannot know if this statement surprises any reader, yet the absence of traditional style games (i.e. those played around a table e.g. board and card games) in any meaningful sense from the school scene suggests to me a widespread lack of belief in it.

Yet a little reported study from the US showed that over an eight week program children aged 7 to 10 had their ‘reasoning’ scores raised by 32% a gain equivalent to “an entire year of school” whilst a separate study saw a 27% increase in processing speed. Perhaps most interestingly the study identified that the neediest children benefited the most with the greatest cognitive improvements being recorded by those children who started farthest down the rankings.

I believe these results provide compelling evidence in support of the need for formalised use of games within schools. The nature of modern education is to teach children based on the need to pass exams and children are tested regularly to ensure they are achieving the necessary progress. Traditional style games offer an engaging, fun and yet challenging way to test and stretch children’s mental and social abilities and in so doing embed their formalised learning and help develop the life skills they will need once they leave the protective environment of schools.

Interestingly over 30 countries around the world already have board games as part of the curriculum and in the US within one state they have a board game library that schools can draw on.

The full report can be read here

Holgate High School

This Barnsley based high school approached us initially for a games day and for interaction with their established games club, that had limited appeal. They were looking to broaden this and to see what they could achieve with the games. This has become a regular day at the school in which we work with several different groups with focus in many areas of learning and development.

Life Skills

One of our regular sessions is with groups of children under the Life Skills banner. These children struggle to engage at the school, often have low self confidence or have learning or behavioural difficulties. Our first job was to engage them in what we were doing, to show them that when they come to school it’s down to them to join in and engage fully. In the long term, not joining in is not an option.

This is initially done using a very soft approach, working with those that immediately decide to give it a go and having a great time with them, letting those that are reluctant simply watch. With those that gave it a go laughing and talking about the games it is never long before those that sat out ask to join in, wanting to be part of this new activity. They too quickly begin enjoying themselves and we use that opportunity to point out to them the benefits of giving something a go. We then point out that they have to do this every week, no matter what mood they might be in as it will be worth it to them.

We will often begin these sessions with games that can be played in large groups, quickly and simply. Games like ‘Wallamoppi’ and ‘Villa Paletti’ work extremely well in getting the children, relaxed, less defensive, focused and cooperative, forgetting about issues that could have prevented them joining in and having a good time. Once we have established this confidence in our activities we move on to more challenging games, often curriculum linked, that push maths or literacy based work.

These groups have now played dozens of different, challenging games that help with not only the life skills they lack but other skills that make their school life a little easier.

Making Games Champions in Wigan

In partnership with Extended Services, Imagination Gaming has been providing holiday activity days in many areas of Wigan in recent years. From a subsequent request to provide Breakfast and Afterschool Clubs with a difference, we were able to discuss the how our School Games Days could target each of the schools involved individual aims. Here you can see exactly what happened at Lamberhead Green Primary School, Wigan!

The request…

Imagination Gaming was initially contacted by Wigan Extended Services to provide Breakfast and After-School Clubs for a number of primary schools in the Orrell-Lamberhead cluster. The idea was to provide several schools, each with different needs, with a series of extended hour’s clubs that would engage and excite targeted pupils before and after school.

Let’s do the full day?!

We thought yep, no problem… but what about the time in-between?!  Why just do an hour at the beginning and end of each day? While we were there we may as well offer our services for the day. They loved the idea and of course the 6 or so extra hours we were going to do in school went down a treat!

What would you like to achieve?

Talking to the Head teachers of the different schools involved, as with most areas, it became clear that although the schools were very close together and fed to the same secondary school, each school had their own individual issues to deal with. The ideas were great…