Final Blog



This semester I have thoroughly enjoyed the Games and Activities PE class. It always an excitement packed class with great classmates and lots of laughs. We learned two different teaching models that I have found to be very interesting and I am positive that I will benefit from these models in my future teaching career. The first model we learned and practiced was the TPSR model (Taking Personal and Social Responsibility). This teaching perspective helps children and young adults learn to play and communicate in a new and effective way, using the components of respect, participation and effort, self direction, helping others, and taking these skills outside of the PE class. These five aspects of the game are important for children to learn because, in my opinion, they are some of the fundamental building blocks that children need. I think this model is helpful because it can be used in any classroom. I found it intriguing and I really enjoyed learning this different teaching perspective.

The second model we learned, Teaching Games for Understanding (TGFU), was more focused on teaching specific games and how to solve tactical problems within. I really liked the idea of breaking down games into the three categories of invasion games, net/wall games, target games. In this model there is more focus on skill execution, defensive and offensive positioning, making appropriate decisions, and tactical awareness. Addressing different problems in each game is an excellent way to allow children to focus on one aspect of the game at a time, before combining everything at once. It is also a way to demonstrate tactical problems that children may meet within a game, and give them practice to gain the skills needed to solve those problems.

This two models could easily be integrated, and I personally would like to try to do so. A simple way to do this would be to focus on one our all levels of the TPSR model, while addressing a tactical problem for a game. For example, it is always important to show respect, so after a class of practicing ball control in soccer, have students shake hands with the opposing team. Even though these are two different models, they could definitely be merged together. I really benefitted from both of these models, and I had a great time learning them. A would recommend to any aspiring teacher, phys. Ed. or not, to take the time to review these teaching perspectives and learn their benefits to only better the classroom.

Tactical Problem #3

Basketball:

Basketball is an invasion game, with tactical problems such as moving to open space to maintain possession of the ball for your team, placing the ball into the hoop, and defending your hoop by staying close to your opponent.

Keep-Away:

Keep-Away is a game to allow students to practice their dribbling skills while keeping their head up to have attention on their surroundings. It is essential to be aware of your surroundings so that you know at all times where your team members are, your opponents are, and as well as where the hoop is.

Each player has a ball and everyone begins in a boundary. Depending on the group size, half court usually works well. Players go around dribbling their ball and try to knock out other players balls, while protecting their own as well. This is a simple game, but a fun and worthwhile experience for students to practice their dribbling, keeping their heads up, and protecting their ball.

 Around the World:

This game can be played in groups or by oneself. It helps for practicing shooting the ball at many different angles and positions. Each players starts in one corner of the key, and each time he or she makes a basket they move onto a new position around the key. They key is the “world”. You can make it so that each player cannot move on to the next stage until they make the basket, or that they have to go back to the beginning if they miss a basket, depending on the skill level. This is another simple game, but a great way to practice shooting on different areas of the court. Also make sure to go over the proper techniques of shooting a ball.

Tactical Problem #2

This week I am focusing on tactical problems associated with invasion games, more specifically soccer. Some tactical problems include:

-          Marking up and reading the opponent  to regain possession of the ball

-          Moving to open space to maintain possession of the ball

-          Scoring against the goalie

1 on 1 :

This game/drill is excellent practice for older groups of students or in a coaching situation. It allows students to work on maintaining or regaining possession of the ball, as well as attacking the goal. Have players divide into two separate groups and line up on either end of the goal posts. Set up 2 cones parallel to the goal posts typically at the 18 yard box, or further out for more of a challenge. On go, the first player in each line must run to and around their designated cones and meet in the middle. As the players are running the goalie will kick a ball to the center of the two cones. The player to reach the ball first will play offensively, and the other defensively. The defensive player tries to stop the other from scoring and get possession of the ball, while the other tries to score and maintain possession. The pair goes until either one scores, the goalie stops the ball, or the ball goes out of bounds, then the next pair goes. This is an active and efficient game to help players practice a number of skills by combining game-like situations into one activity.

Explode:

This game is fun for all ages, and teaches the importance of controlling the ball. It is important to control the ball to be able to maintain possession. Every player has a ball, and begins in a small designated area. Have them dribble the ball around while keeping it close, using the insides of their feet. Players will discover that they have to keep the ball close and their heads up in order to not run into other people in the small space. It is important to practice keeping your head up so that you can see where your team mates are as well as the open spaces. At some point the teacher yells out “EXLODE”, and then all players run as fast as they can while dribbling their balls to a boundary. Boundaries can be hoola-hoops, cones, a wall, or even a net that they must score on.

GPAI ASSESSMENT FOR FLOOR HOCKEY

 http://www.personal.kent.edu/~jakurtz2/Jen/GPAI.htm

I have provided a link to the GPAI assessment that I am viewing because any assessment table that I could find was to large to fit on my Blog Page. The assessment table can be located at the bottom of the page of this link.

This particular Game Performance Assessment Indicator is assessing Floor Hockey, more specifically, decisions, skill execution, and adjustment.

Decision Making involves shooting, passing, support, defending, and backing up.  Skill Execution involves shooting, passing, and receiving. Finally, Adjustment includes moving to the puck, and playing defense. Furthermore, under each of these categories students are assessed according to their appropriateness and inappropriateness (A's and I's) on a scale of 1 to 5.

This is a very simple example of a GPAI assessment, but nonetheless just as effective. It is important to assess students, and show them these assessments with comments, so that they can learn from their mistakes, develop a better understanding of the game, improve their abilities, and grow as a person

This is the table that was used in this particular GPAI assessment.
Unfortunately, I could neither make it smaller, or my page bigger...

Names	Decisions		Skill Execution		Adjustment
	A	I	A	I	A	I
Smyth (F)	IIIII (5)	III (3)	III (3)	I (1)	III (3)	I (1)
Jackson (M)	II (2)	III (3)	III (3)	I (1)	I (1)	IIIII (5)
Reed (M)	IIIIII (6)	I (1)	IIIII (5)	(0)	IIIII (6)
Carson (F)	IIII (4)	I (1)	IIIIIII (7)	IIII (4)	III (3)	II (2)
Gode (F)	I (1)	IIII (4)	I (1)	II (2)	II (2)	III (3)
Cindar (M)	IIIII (5)	II (2)	IIIII (5)	II (2)	IIIII (5)	II (2)

Tactical Problems

The category that I have chosen for a tactical problem is the Net/Wall category, focusing on volleyball. One of the main tactical problems for these types of games, such as volleyball, tennis, and badminton, is where to place the ball in the opponents court. Placement of the ball is strategically important because it improves your chances of scoring points and makes it more difficult for the opposing team to recieve the ball. Not only is it important to know where to place the ball, but also to know how to place the ball in the desired areas. Here are two games that will help students learn and practice the concept of how to place a ball as well as where to place it on the opponents court.

Target Practice:

This game is a great way to practice aim when sending the volleyball over the net, and has many variations. On one side of the court set up different objects such as mats, hula-hoops, and/or cones, depending on the age group or skill level (Obviously mats would be the easiest and cones would be the hardest). On the other side of the court will be the players, each with a ball. First have them practice serving. Specify that this game is to practice aim, not power, so that they won’t focus on how hard they are hitting the ball but more so focus on where they are hitting it. This great practice drill can be made into a game in many different ways, such as the first person to hit 3 targets wins. Knowing and practicing how to place the ball when serving is important because it makes receiving the ball more difficult for the other team.

Next, put players into groups of three. Each team comes out onto the court and you toss the ball in. One person bumps to the setter, the setter will send it to the power, who will then spike or set it over the net, trying to place it to one of the targets. Players can rotate each time it is their turn. This is a great practice drill and can be made into a game but keeping score of what team hits the most targets.

Cross-court:

In this game players can work on their ability to control ball projection. Divide the court with a line down the middle, then tell players that they can only score points if they place the ball in the crosscourt. Because players will not be able to have the easiness of placing the ball in a large court, they will learn that they have to slow down and focus on ball placement skills. Even though the other team will know where the ball is going, they too will have to slow things down in order to receive the ball in the specified area. Depending on the skill level of the players, the coach or teacher can change the rules, such as prohibiting overhand serves and spikes. To increase difficulty, you can also divide the court into 4 sections, and specify which quarter the ball must be placed, changing it every so often.

Teaching Games for Understanding

1.       What is the idea behind the model?

The TGFU model focuses on concepts that are not considered important in the traditional ways of teaching games, such as defense and attack methods or different angles of play. It is a method of teaching that has a learner and game-centered approach to sport related games with a concept of teaching for understanding. There are six steps to this model:

          Step 1: The Game – the game is introduced, and often modified to meet the developmental needs of the learner

          Step 2: Game Appreciation – rules and concepts of the game are learned to gain a better understanding of what the is about.

          Step 3: Tactical Awareness – students are taught to consider the tactics of the game, to help them work trough the principals of play, increasing their tactical awareness (boundaries, spatial awareness, scoring, etc.)

          Step 4: Making Appropriate Decisions – students focus on making decisions during game-play to help them make appropriate game decisions according to what situation the are presented with.

          Step 5: Skill Execution – knowing how to execute specific skills and movements, and when to execute those specific skills.

          Step 6: Performance – based on specific criteria according to the goals of the game, which ultimately lead to experienced and talented players.           

 What are the four different categories of games that are discussed within this model?

There are four types categories in this model in which games can be placed, depending on the concepts, skills used, and strategies required for each game.

TARGET GAMES: These are games that are mainly focused on aim and accuracy. The goal is to deliver an object towards a target, doing so with a correct amount of force in order for that object to reach, or go into, the target.

INVASION/TERRITORY GAMES: The main goal of these types of games is to score as many points as possible in a certain amount of time, by invading the opponents territory. These games are also dependant on offensive and defensive strategies, maintaining and regaining possession, and creating space to avoid defense and attack the goal.

STRIKING/FIELDING GAMES: These games involve an offensive team (striking) and a defensive game (fielding). The main objective is for the striking team to hit an object into an area, while the fielding team tries to catch it, or return it to a designated area.

NET/WALL GAMES: The object of these games is to hit a ball or object and maneuver it in such a way as to place it into the court of your opponent in a designated area. Volleyball.

 

 What is a tactical problem?

The fundamentals, skills, and basic strategies needed for a deeper understanding of the game, in order to advance to a higher level of play. Here are some tactical problems for each category of games:

TARGET: Performing with a certain level of strength and accuracy to hit a target.

INVASION/TERRITORY: Implementing plays to maintain or regain possession

STRIKING/FIELDING: Understanding spatial awareness

NET/WALL: Understanding areas to place a ball, and how to maneuver it to do so.

Sites:

http://tgfu.wetpaint.com/page/The+4+Game+Categories

http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=what+is+teaching+games+for+understanding&source=bl&ots=abhhvLpgAM&sig=_2zNkBFOLYqz-tF9UcuCpYYdYzc&hl=en&ei=kM_DTJCnHYL4swON6In6Cw&sa=X&oi=book_result&ct=result&resnum=9&ved=0CEIQ6AEwCA#v=onepage&q&f=false

ELEMENTARY GAMES:

Parachute basketball:

Equipment: 1 parachute, 2 foam balls that are small enough to fit into the parachute hole.

Set- Up: Divide the class into two teams, and set them up on either side of the parachute. Give each team a different coloured ball after explaining the rules and different techniques. It’s a good idea to practice some techniques with the class beforehand, so they can gain a feel for the way the parachute moves. Here are some good warm-up activities:

Flutter: Have each student shake the parachute up and down as quickly as possible, without being too aggressive as to pull the chute out of their classmates hands.

Tent: Have each student raise the parachute as high as they can go without letting go. Just before it starts coming back down, tell them to bring the chute down behind their backs and sit on chute. This traps the air in, thus creating a tent.

  

 

Popcorn: place 5-10 foam balls into the chute and have them to the flutter effect.

These are just a few of the many different technique activities that you can cover with the class.

Objective/Rules: Each team has to try to get their ball into the hole in the middle of the parachute first, while only using the parachute. Each time a team’s ball goes into the hole, it’s a point for that team. The teacher can either go under to grab the ball, or designate a student to. This game can be modified to have more than 1 ball per team, or even have up to four teams. It’s great for practicing teamwork skills, large group cooperation, listening skills, and coordination

Pizza Shop:            

  

Equipment: No equiptment is needed for this fun game of tag.

Set-Up: Ask the class a volunteer to be a pizza maker, or “it”, or two volunteers for a larger group. The rest of the group with be “pizza toppings”. With the students standing in a line, walk along them designating each one with a pizza topping... pepperoni, ham, cheese

Objective/Rules: All the pizza toppings stand at one end of the gym (or designated area if played outdoors). The pizza makers will call out 1 topping at a time, and those topping have to try and make it to the other side of the gym without being tagged. If a person is tagged, they can now try to tag other pizza topping running by, although they can only stay in the spot where they were tagged. The game goes until two people are left, and they can be the next to pizza makers. At the end of the game the pizza topping will be spread across the gym like a pizza. You can modify this game by adding more toppings, or to make things interesting let students pick their own topping each time before a new one is called out... just express the importance of being honest.



HIGHSCHOOL GAMES:

Belly Ball:

Equipment: 1 dodgeball, 2 large foam mats.

Set-up: Put a mat at each end of the gym, laying out lengthwise against the wall. Divide the class into two teams. One team begins spread out around the gym, while the other is up to “bat” first. Be sure to tell your students to be careful when jumping onto the mat to avoid hitting the wall (I’ve seen it happen)

Objective/Rules: 1 member from the team in the “outfield” rolls the dodge ball towards the first person up to bat. The batter then kicks the ball in any direction, and then must run across the gym and jump to safety on the mat, without getting hit with the dodge ball by the opposing team. If a player does not get, they remain on the mat until they can run back to the home mat. They can do so at anytime they like, as long as the ball is in play (meaning after someone on their team has kicked it), so there can be any number of team members on the mat, but encourage students to run when they can to clear the mat for others. If they do get hit, they are out and go back to stand with their team. A person can also be out if the ball is caught by the opposing team before it touches the ground. The objective of the game is to make it across the gym and back without being hit by the dodge ball. After every member of the team has had a chance to kick the ball, teams switch positions. This game can be modified to allow only a certain number of students on a mat at one time.

Number Soccer:

Equipment: 2 soccer balls

Set-Up: Divide the class into two teams and have them stand in 2 parallel lines across from each other, about 10ft. apart. Put the two soccer balls in the middle. Start at one end of a team and number them from 1 to the end. Then number the other team, starting with 1 at the opposite end of which you started the other team.

Objective/Rules: When you call out a number, the two people with that number from each team must run into the middle, quickly choose a ball, and then dribble it in a full circle around their team until they get back into the middle. The objective of this game is to be the first one back in to middle. This game allows for students to practice their dribbling skills and spatial awareness. You can also play this game using a basketball, or as a warm-up for floor hockey.

Competition VS. Cooperation

I believe that cooperation is better than competition, because no matter how competitive you are, it’s going to be hard to get anywhere if you do not have cooperation. “Better” meaning that cooperation causes less problems and creates more self and group esteem.

I believe that cooperation and competition are two very different mindsets; however there can be a healthy balance between the two, as long as certain boundaries are remained. People with a competitive mindset are more than likely to focus only on winning, and believe they can do so all on their own. They also most likely become frustrated with their team members when things begin to go wrong, which creates a negative atmosphere for everyone and reduces the self-esteem of others. Those who focus on cooperation tend to be more of a team player, and understand that in order to be successful, it is important to work as a team and be respectful of each individual’s abilities. They are also presumably more positive with others, even when things are going downhill. I believe there is a fine boundary where people can play competitively as well as cooperatively, which leads me to my next point. Competitive games are always great to play, but I believe it is important to teach children how to play competitively in a cooperative way. There are always going to be games that are competitive, so instead of trying to avoid them, teach children how to play them with cooperation and a positive attitude, showing respect for their teammates and opponents at all times.

Should we be promoting elite sports in school? I believe that elite is a strong word to be used when talking about elementary aged children, and even high school as well. I do think that the athletic system that is currently in place is well suitable for sports in school, because it provides many students with the opportunity of being on a team, without excluding those who may not be at an elite level of athleticism. There are also many opportunities for students that wish to have an athletic career to continue on with their sport of choice, such as playing for a University. There are also schools that are focused around athletics that students of an elite level of playing can attend.

Competition can either increase or decrease ones self esteem. Some positive aspects of competition are that it can help to assess your strengths and weaknesses, helps you manage success and failure, and improves your perseverance. Although these attributes are not necessarily important to most students. Competition will more than likely create negative feelings for the majority of people. Such as put-downs, feeling like they can’t contribute effectively, the grief of losing a game, and the overall damage to ones self esteem. Therefore I agree with David Johnson when he says, “More students feel good about themselves as learners when they cooperate. Their self-esteem goes up, they have a better sense of community, belonging, and acceptance”. After reviewing the article, I agree that cooperation definitely has a more positive outcome for everyone.



Teaching Resources

www.lessonplanspage.com

When you first enter this website, it gives you variety of class types to choose from, with over 4000 lesson plans. When you click on your area that you want to teach, it then provides a list of grade levels. Once you choose a grade, it then directs you to a very long list of valuable activities and lesson plans. Not only does it provide games, relays, and contests, but it also includes activities that make connections with math, language arts, health and fitness, music, and even history.

In the older age groups, such as high school, you can find more suitable games for that age group. This category as well includes games and relays that can be related with math, and health and fitness. Each individual lesson plan is neatly organized. It breaks everything down, specifying the unit, grade level, time limit, previous lesson, concepts, the objective, and a detailed list of instructions.

I really like this website because it offers an extremely wide variety of games for all ages in an organized and efficient way. Also because it includes lesson plans for other subjects as well, and a link where you can add your own lesson plans or comment on others.

http://education.alberta.ca/physicaleducationonline/

I found the second website through the University of British Columbia’s Education Library.  It provided a link to Alberta’s Education Lesson Plans. Once on the home page, it provides a site overview, where it explains that the “aim of the lesson plans provided is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle”. Much like the TPSR model, the program outlined in the website revolves around four general outcomes – “The A, B, C  and D’s of physical education”.

Moving on, to locate the structured lesson plans, click on the link titled “Teacher Resources”. You can then choose from four different options, though to locate actual lessons plans, click on “Go” under the lesson plans box. You then have the choice to create your own lesson plan, or view ones that others have submitted. To make your own lesson plan, this website has broken down everything in a very straightforward and well-organized way. You simply choose what outcome is involved in each category of the A, B, C, and D’s. You then fill in the blanks for the game title, age group, objectives, and so on, and then simply submit your lesson plan for others to enjoy. To view other submitted lesson plans, you choose the dimension and general outcome you wish, and it then provides you with a list of games accordingly.

I like the appearance of this website, as well as the concept of the A, B, C, and D’s of physical education. It provides games and contests for all ages, and does so in a well-ordered way. I would recommend this website because it is all based around physical education, and not in a traditional way. It offers new and exciting ideas for teaching P.E., as well as teaching tools to implement these ideas in an effective way.

http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=26&gps=506_256_1362_483&f=00&tt=14&bt=1&bts=1&zu=http%3A//www.eduref.org/cgi-bin/lessons.cgi/Physical_Education

The Educators Reference Desk is another website that I have found, that also includes lesson plans for a variety of subjects. After choosing the Physical Education link, it provides you more categories such as, games, motor skills, outdoor education, and gymnastics. Each link provides a list of activities and specifies the age group that the games are intended for. There are activities for grades K-12, however there are not many games. Although there is not a large selection, and this website does not have as an appealing image as the other two, it does provide some fun and interactive games. I really like that each lesson plan has a printer friendly option, so that people can add to their own portfolios.

Inventive Games

This past week, four fellow students and I were required to create four different games, each with separately supplied equipment.

For our first game we were supplied with two balls, one bucket, and a bungee sheet. Two people held the bungee sheet, making sure it was stretched out and tight enough in order to bounce the balls on it. Two other people were each given a ball. Taking turns, they would toss it towards the bungee sheet. The two people with the bungee sheet would then catch the ball and fling it into the air back towards the group. The fifth person would hold the bucket and try to catch the ball. But first, one other person would have to bounce the ball off of a body part other than their hands, such as their feet or head. Group members were allowed to run around and touch the ball as many times as needed, as long as it did not touch the ground before it went in the bucket. If the ball touched the ground, no point was given to the group. The object of the game is to work as a team to get the ball into the bucket as many times as possible, without it touching the ground. This game also focuses on practicing teamwork, coordination, and reflexes. It is intended for a wide variety of people, aged from grade 4 through to grade 12; however I’m sure all ages could participate because of the simplicity of the game. Modifications can easily be made to this game. For example, for a larger group and more difficult skill level, more balls could be added, as well as another bucket. Balls could be thrown two at a time or perhaps all at once (although that could become a little chaotic). Also, the instructor could make it a requirement that the ball touches at least two people. For a younger age group, it could be allowed that the ball be caught with the hands, as well as allowed to touch the floor once. It is important to think ahead about possible modifications for each group, in case the game does not go as planned.

Our second game consisted of two frisbees, and enough flag-belts for each player (like the ones used in flag-football). This game is a combination of “Piggy-In-The-Middle” and “Tag”. One person was designated to be “it”, while the others stood around him/her in a circle, with flag-belts around their waists. They then would pass the frisbees around the group. It was important to make sure that each member was watching carefully, and making eye contact before passing the frisbee, to avoid hitting someone with it. The “it” person would then have to run around and try to pull the tags off of each players belt. However, they could only tag a player if they had the frisbee in their hands. Once a player had lost both their tags, they had to switch positions with the person who was “it”. If the person in the middle caught the frisbee, it would also be an automatic switch of positions with the person who touched it last. This fun and active game focuses on spatial awareness, dodging, running, and hand-eye coordination. We intended this game for an older group of Grades 7-12, as it was more complicated than our first game. Modifications that could be made for a larger group are to have two people in the middle, and perhaps another frisbee (although we felt that two was enough). When we played this game we allowed for the people on the outside of the circle to run around, but it could be modified to only allow them 1 or 2 steps when they have the frisbee in their hands, in order to make it easier for the person who is “it”. This game would also be great to play in a field.

I enjoy working in groups, and this particular task was enjoyable because it required creativeness and inventiveness. My group worked well together, although we found it slightly awkward at first to create games with limited equipment, and only five people. Also, because there were only five of us, we could not have equal teams, so we had to create games accordingly. Even though it becomes frustrating if a person develops a negative attitude, I have learned that it is important to address it in a positive and constructive way in order to move on and have an enjoyable time.

Respect, Leadership, Teamwork

Teaching Physical Education is not just about skills and drills, it’s about encouraging and demonstrating respect, leadership, and teamwork. It is important for teachers to recognize the fact that every student is different, and to prepare their lesson plan in a way that will accommodate everyones needs, and benefit each individuals well-being. Many students may feel uncomfortable in physical education, as it is much more interactive than any other classroom. As teachers, it is our responsibility to build relationships with our students in order for them to feel comfortable, so they can gain the full experience.

Students can learn respect on a different level when they participate in a physical education class.  Students are more interactive with each other, which can have a positive outcome; however it can also create negative effects. For example, there are more racial, derogative, and harassing comments made in a P.E. class, therefore some students may be empowering themselves with a lack of respect for their peers. An example of how to teach students to show respect is to have them shake hands with other players after a game. As teachers, it important to educate students about respect in any classroom, and I personally believe that physical education class is the ideal place to do so.

Leadership is a valuable attribute that teachers can pass onto their students.  Anyone holds the potential to have a positive influence on others through leading; they just need to be given the chance. Physical Education class is an excellent place to appoint your students to different roles. For example, selecting different students each day to lead an exercise, or hand out equipment, is a great way to guide students into a leadership role. Most students will embrace the responsibility given to them, because it gives them a sense of power in a positive way. Leadership is an important life lesson to learn because not only does it allow an individual to gain a sense of independence, but it is a valuable quality that students can take with them into any field of work.

Teamwork is also an important quality for students to obtain for the work force. It enables them to have respect for the people around them and work well with others. It is important for teachers to illustrate the significance of teamwork, by demonstrating games and activities that require students to function cooperatively in a team environment. For example, each team member must touch the soccer ball before the team can score a goal. It allows students to participate, or incorporates those into the game that would otherwise not be included. Teamwork between students creates more interaction, and develops relationships that can become the foundation of lasting friendships.

My philosophy for being a Physical Education teacher consists of educating my students about many valuable assets that will benefit them later in life, all of which obtain a focus on respect, leadership, and teamwork. These three characteristics are valuable lessons that, I believe, will benefit every student that passes through my classroom. I can only hope that each student will adopt these concepts and carry them through life, but more importantly that they can do so while having fun.