Abstract
The study examined the games literacy (understanding rules, games values, distinction between good and bad practices) learned by elementary school students after a student-designed games intervention with target games. The intervention was divided into four stages: target games introduction, teaching games to other students, creating new games, teaching their own games. Data collection included observations, questionnaires and interviews, which were analyzed by a triangulation. It was concluded that students were able to appreciate the rules of the games created, but had difficulty in presenting the game, a task normally assigned to the teacher.
KEYWORDS
Games literacy; Student-designed games; Physical education; Elementary school
Legenda: Miniatura do pôster ilustrado, o tamanho original apresentava 1,5m x 1m.
Legenda: Todos os alunos usaram um questionário de 12 perguntas de múltipla escolha para avaliar a jogo e a apresentação do grupo. As perguntas eram divididas em quatro grupos: regras do jogo, ensino do jogo, registro de desempenho e diversão.