Gamification
Definition:
Gamification is the transfer of game-like elements and processes to non-game contexts with the aim of changing behavior and increasing motivation among users.
https://wirtschaftslexikon.gabler.de/definition/gamification-53874
Classic, highly performance-oriented games in physical education, such as dodgeball or Brennball, could be replaced by decentralized group games. In traditional games of this kind, individual students are often the center of attention for the entire class, which can lead to embarrassment and feelings of shame. Games in which many actions take place simultaneously and attention is distributed among several groups are more suitable. This reduces the focus on the individual and promotes a more relaxed, inclusive playing situation.
Approach 1: A sports game
How can athletic performance be integrated into a game? Can principles from well-known board games be transferred to real life? Which games are particularly suitable for physical education because they promote physical activity?
Settlers of Catan:
About Settlers of Catan:
Settlers of Catan is one of the most popular board games from the 1990s and was developed by the german game designer Klaus Teubner.
“Klaus Teuber (1952–2023) was one of the most successful game designers in the world. His many award-winning games have thrilled millions of people around the globe. His most successful game was first released in 1995: CATAN – The Game, which won the Game of the Year award in the same year. With this game, he shaped the genre of “German board games.” The game has now been translated into over 40 languages and is sold in around 70 countries.”
https://www.catan.de/sites/default/files/2025-03/4002051684655_CAT_NE_Basis34_Manual_DE_web.pdf
Settlers of Catan could be brought to the sports field. The basic principle is that the students are divided into groups and play against each other. The aim of the game is to build a city/settlement. By performing athletic tasks/exercises, the students can acquire raw materials (e.g., high jump to win ore) and exchange them for buildings or infrastructure elements at the building authority. Each building is worth a certain number of victory points, which are added up at the end of the game. There could also be a resource station where quiz questions about sports are asked, which could be used to educate students about exercise and health, for example.
The following questions arise when implementing the game in physical education classes:
What could the stations look like?
There is only one teacher, which means that the stations cannot be supervised in person. How can the stations be implemented digitally so that all important functions are fulfilled?
What tasks do the raw material stations need to fulfill?
Explain the rules and scoring system, act as referee, count points, distribute raw materials.
To do this, the raw material cards must be digitized. Each group must have an “account” where the number of raw materials acquired is stored. This account must be readable at the building authority.
Is there a combat zone?
The raw materials must be transported through a combat zone where students can be attacked by students from opposing teams. A successful attack results in a confrontation. The winner receives/keeps the raw materials.
What equipment will be used? What analog elements might there be?
Is there an overview map that can be shown using a projector?
This would allow each group to position themselves strategically on the playing field at the start. This could be near certain resource stations, for example.
What is the best way to divide the groups? Randomly or according to performance (mixed teams)?
What exercises can be implemented as stations?
The stations should ideally be spread across the sports field. Tasks that can be performed alone are suitable, such as high jump, long jump, long throw, sprinting, somersaults, etc.
How can the performance of the exercises be monitored?
Why is Settlers of Catan suitable for sports education?
Settlers of Catan encourages individual action and interaction among students. They must communicate with each other, reach agreements, and find solutions together, rather than competing solely in direct performance comparisons. This strengthens social skills and reduces social pressure. Many actions take place simultaneously. There is no permanent focus on individual players, as is often the case in classic competitive games. This makes weaker or insecure students feel more confident, which reduces feelings of shame and increases their willingness to participate. Collecting resources, achieving intermediate goals, and visible progress ensure a high level of intrinsic motivation. In physical education, movement tasks can be linked to these game mechanics so that physical activity is experienced not as a performance requirement but as part of a meaningful, playful overall concept.
