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Welcome to an activity where the unexpected can happen, does happen and is encouraged. This guide helps you with problem solving and critical thinking skills and teaches you how to use the equipment in this packet. Each application and setting is unique and must be pondered and accounted for. So do some critical thinking about who will use the equipment, when and how long it will be used, and under what conditions the use will take place.

The purpose of problem solving is to present initiative problems to children and have them derive the benefits from attempting their solution. The emphasis is on critical thinking and group process.

The teacher must set the scene for this type of curriculum presentation to be successful. There are four critical areas that must be addressed:

1. Problem solving/ critical thinking
2. The thinking process
3. Social structure of the class and groups
4. The creative statement of problems

Problem Solving/ Critical Thinking
The value of problem solving/ critical thinking must be stated. What benefits will the students derive from taking part in this experience? What skills will they develop? In other words, why are they being asked to do this?

The Thinking Process
Students must be exposed to some type of stated structure that will enable them to think in terms of how to do problem solving/ critical thinking. A number of models can be used. They all share elements that can be distilled to a few common factors: Identification of the problem; development of strategies; trial of strategies; and evaluation. These things can take place in a sequential order or almost at the same time. We know that thinking is not always a linear or step- by- step process. There are times when flashes of insight take place; when fully developed ideas wash over the mind. Encourage the children to develop their own strategies or ways of dealing with the questions we pose. A practical and conceptual understanding of Mosston's Spectrum of Teaching Styles is a good prerequisite to this type of content. The extensive use of Style G (Convergent Discovery), Style H (Divergent Production) with opportunities for use of Style F (Guided Discovery) are the intellectual framework that supports the thinking process. The purpose of Style G is to reduce a problem down to its one, correct answer/ solution. This is a process of elimination and reduction. It uses logical procedures, reasoning, critical thinking and many other cognitive skills. The purpose of Style H is to engage in producing multiple responses to a single question. This is a process of expansion. There is more than one way to solve many problems. The thinking process follows this format: Conceivable solutions; possible solutions; feasible solutions; and desirable solutions. The students must give credence and thought to all levels, but work at the desirable level. The solution must be safe and cost effective with regards to time and effort.

The need for a social structure that stresses cooperation must be expressed. Social skills used are just as, or more, important than the thinking skills. Without cooperation there is no success. Group size is critical - too small a group and the problems become too easy in many cases, too large and the problems become too difficult to accomplish. Let the students choose their own groups. Group size should be five to seven students. Six seems to be the ideal number for best results.

Equipment and Set- Up

1 Raft
60 Multi- colored Everbounce Balls
2 Oars

The Statement of the Problems
The rules, equipment options, safety concerns and "problems" in the game scenario are communicated to the students. The problems all present a challenge and perceived risk. There is no actual danger, but this perception helps to build interest and excitement. A legend or story about what must be done or accomplished helps build interest and engage the children. Heroic acts and deeds are talked about. Turn the gymnasium into a fantasy world - a world that permits creative energy to be tapped, a world where people can go beyond their expectations, a world where children can have great growth in their understanding of themselves and others. All aspects of the school curriculum can be integrated; history, current events, reading, math, science, physics, anthropology, literature, archaeology, politics, ethics, philosophy, geography, environmental issues and much more. All this can be done in a very physically demanding setting where the children are making demands on themselves.

The task of the teacher is to state the problems; monitor the groups regarding safety; and to be available to answer questions for clarification without offering solutions. The cardinal principal of teaching problem solving is to never offer solutions! If that is done, nothing is learned. Failure is part of the process, so let the students fail so when they achieve success, it will be their own success.

The Rolling River Raft Adventure
The Problem: Given a platform (the raft), a number of multicolored balls and a couple of oars, the group needs to plan their rafting experience. The goal is for the students who are on the raft to use their oars to propel the raft down the river (across the gymnasium) while the remaining "players" attempt to keep a sufficient number of balls under the raft to keep it afloat.

Like other initiatives, the participants need to come up with a plan before they begin. All suggestions should be seriously considered and by consensus, the best one chosen. In order for this craft to successfully navigate down the river, all participants need to work cooperatively at their prescribed tasks. A plan of action, group cooperation and enthusiasm are essential ingredients for success however, life jackets are not required.

The rafting adventure is timed, and then the group debriefs with all suggestions written on a chalkboard. With new ideas on how to take the raft down the river more quickly, the group sets out once more.

Levels Of Difficulty
Level 1- The group floats the raft down the river, buoyed by the multi- colored balls. Once completed, the group comes up with ideas for making a return trip more quickly. If more than one raft is used, competition between the rafts should be discouraged and each group should be encouraged to establish their own personal best times.

Level 2- Similar to level 1 except the group attempts to negotiate the raft down the rapids and no one is allowed to go into the water. Cones are set up to mark the river. At some point in the journey, the raft will encounter a whirlpool and the raft must make a 360� turn before it completes its journey.

Level 3- Try using predetermined boundaries (half of a volleyball court works well and makes a great lake). The raft sits up on one bank where two enthusiastic rowers and one aid (called the Designated Water Walker, "DW 2 ") are ready to go. The oarsmen will carefully attempt to negotiate the raft across the lake with the other players situated outside the "Lake" (court). Those players gently roll the multi- colored balls toward the bow of the raft and the two oarsmen carefully negotiate the craft across the lake. The "DW 2 " is allowed to walk on the water in order to keep the nuggets in circulation. The goal is for the raft to cross the lake using the balls that are being gently rolled out by the participants surrounding the lake and with the help of the "DW 2 ".

This could be a timed event so that another attempt could be made and the times could be compared. It is advisable to debrief between the two attempts.

Level 4- Using the same set- up as in level 3, have a raft begin from each side of the "lake", the oarsmen will exchange boats returning to where they began. This initiative is cooperative in nature in that all the participants situated around the "lake" are helping the two rafts successfully make the trip across the lake. Keep time to see how long it takes for both rafts to cross the lake. Have them make another attempt to beat the original time.

References:

Mosston, M. (1966) Teaching Physical Education from Command to Discovery. Columbus, OH: Charles E. Merrill.

Mosston, M. and Ashworth, S. (1990). The Spectrum of Teaching Styles: from Command to Discovery. New York: Longman.

A WORD ABOUT SPECIAL POPULATIONS

Initiative Games Inclusion Philosophy:

Initiative games were designed to improve cooperation and esteem of all persons in a group, including visually challenged, physically challenged, wheelchair users, etc. This may not always be obvious at first, but part of the challenge in initiative games is to include every member of the group. Ablebodied persons can guide or assist more challenged individuals. Different games can also be created to include all persons using your equipment. Depending on the individual's abilities, crutches, wheelchairs or other assistive devices may (or may not) be permitted to touch a surface or be used in the game. The decision can be left up to the teacher or group as long as inclusion and safety are both met. The challenge of including all group members is a lesson that will become second nature to game players in all aspects of their lives.