Moving Game_methods

Complex realities are difficult to understand because learners need the ability for abstract thinking, which often may not (yet) have developed. Translating real processes into body movements can help learners bridge the gap between their individual abstract thinking and complex reality.

Once the matrix contains all the information, the learners may create a visualization of the data to represent the influences among elements.

Each group must select the factor that shows the highest result of SA and SP. The element that has the greatest number of incoming and outgoing connections should be in the centre of the drawing.

Next, starting from this factor, integrate all the streams of effect with intensity “3” (using thick arrows or specific colour) in the visualization.  Then, they have to register the factors with medium and weak effects with arrows of a proportionate thickness (or in other colours). The objective is to maintain the overview in all its complexity.

The Effects Structure is a representation that shows us the direction and intensity of how an element affects other elements.

With the help of the Effects Structure, it is possible to clarify how the system works. Starting from a certain factor, we can follow the diffusion of its effect on the system.

1. Take the learners to an open space or a spacious room. Ask them to form a circle.
2. The first rule of the game is that nobody should tell anything or pass any signal to anyone until the game is over.
3. Now, everyone has to mentally select any two persons in the circle as partners but not disclose who these partners are.
4. Next, they all should move from their places and locate themselves permanently at such a place from where the distance to both of their partners is the same.  They should continue to keep an equal distance from the chosen partners until the trainer/ facilitator tells them to stop.
5. The facilitator/teacher should stop the game after two to three rounds.
6. Ask the participants to share what they observed. Centre the discussion on the theme of ‘interdependence’.

Ask the participants to share what they observed. Centre the discussion on the theme of ‘interdependence’.

1. 1. Print the card template below, or prepare cards, each with one different element in the model written on the front side of the card. Then, on the back of the card, write the elements related to it.
   2. Distribute the cards among the learners. They see the element they would represent on the front of the card. The element they are related to is mentioned on the back of the card. You may use this  Worksheet
   3. The rule is not to comment on which other elements they are related to. Note: The number of cards can be more or less, depending on the size of the group. If needed, elements can be repeated on the cards.
   4. Participants should form a circle.  At a signal, they should move, keeping an equal distance from the partner elements (they should not reveal the names of the partner elements). The participants should pin the card to their shirt or hold it up so that the front side is visible to the other participants.
   5. Once the group is in movement for a few minutes, select one element and ask the participant to kneel and wait to see the reaction of this action.
   6. Discuss with the group:
   • The model is the representation of a dynamic system, where the elements are interrelated. When the dynamics of one or more elements changes or stops altogether, it affects the other elements in turn. Thus, the primary learning point for learners in this activity is to understand that the elements in the system to produce a pair of jeans are interrelated.

   Discuss what the purpose of the Jeans system is (e.g. earn a livelihood for farmers, profits for the jeans company, clothes for people etc.).

Learning by moving helps learners understand the dynamics within a system better.