El nuevo deporte innovador en un colegio de Valladolid: DRONITCH

For the first time in history, a drone is another player in a sport. We have managed to play Quidditch and be able to capture the flying Snitch including a drone in the game. We have reinvented this sport as ” Dronitch “.

This activity has been carried out at the Cristo Rey School in Valladolid, during the work for projects that we carry out in Primary Education and more specifically by the Physical Education teacher with sixth.

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The challenge posed to the students was the creation of a new sport based on an existing one and with the condition of incorporating a drone as one more player.

The strategy consisted in that, through a guided discovery, the students arrived at the idea previously created and studied by the teacher, of playing Quidditch with a drone like Snitch.

As in all projects, the work is carried out in groups of four and with cooperative structures so that all the members of the group contribute to it and thus be able to achieve the objectives that are proposed in the different phases:

The first phase was to investigate if there is a sport in the world where a drone is used in this way. As is already known, in addition to making aerial recordings with them, the closest thing that exists as a game, are the races between drones, so there is no interaction with people.

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This first phase was the main motivating factor for the students, since there is nothing similar today, they would be the first to create it.

The second phase was a “brainstorm” where they had to say an existing sport and the way in which a drone could be included in it.

Not making it possible to include a drone in any of the proposed sports, they went on to report the existence of one that until recently was just a game that came out of a Harry Potter movie: Quidditch .

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Once investigated this sport, federations, regulations, competitions … and discovering that the main objective is to capture the “Snitch” (that in Quidditch is a person and in the film was a golden ball with wings that flies), they began to Quickly emerge viable proposals to replace the person with a drone.

The third phase consisted in inventing a name and in the elaboration of the regulation to regulate the drone when it interacts with other players and vice versa. For this, a document was shared on the drive, through thesixth Google Classroom , where the rules were being written among all.

Two key aspects, which made the development of the regulation viable, were the type of the drone and how to catch it safely. For this they also had to do a survey in class with their tablets on the net for the formulation of proposals. Once both were decided, we proceeded to create the specific regulations for this and the adaptation of the rest of the regulations, inheriting the essence of Quidditch.

The fourth phase was put into practice the sport and for that we had to know well all the rules. For this, they had to play with the most basic rules and gradually add others, depending on how they were automated.

At the same time, the proposal they made was to carry out training to learn how to pilot the drone and they built a small circuit with pikes and hoops to practice. This practice was conditioned to be done in pairs to teach and help each other to calibrate and pilot the drone.

By learning the game from the most basic, evolving it by adding more rules little by little, the way of teaching it has been established. Following these steps they have managed to learn and practice it since 1st grade.

Video recordings were also made for analysis and consideration of possible modifications and improvements in those aspects considered appropriate.

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In this sport you play with two types of balls in addition to the drone and with several roles within the same team, differentiated by colorful ribbons worn on the head:

  • Those who wear black are the punches and play with soft balls trying to eliminate any player from the other team by throwing these balls. These are also responsible for capturing the drone as long as they are in possession of a network.
  • Those who wear white are the hunters whose goal is to catch the volleyball and try to put it in the rings of the opposing team. There is also a hunter who is a doorman and has certain privileges.

They all play without the possibility of a “bench” and the teams are necessarily made up of boys and girls equally distributed .

All players have to change roles at the end of the first half and throughout the course all must have been pilots and referees of a game, since everyone knows the rules after the process of creating the sport.

Respect is fundamental and in order to deal correctly with the incidents that occur during the game it has been established that there is one referee for each ball, another for the drone and another at the table scoring in the minutes, so there are a total of six in each match .

He also remembers that there have to be two pilots per game so that while one pilots, the other one helps him and when the first part ends they also change roles.

The fifth phase has been the elaboration of a presentation of the sport to teach it to the rest of the courses . The whole project has been carried out in English , although for a better dissemination they had to make a copy of the presentation translated into Spanish.

The sixth and final phase consisted of explaining to teachers and students of other courses teaching them the sport through the presentation, of the games that started with simple rules and end when they manage to play a game with all the rules including the drone.

 

What have we needed?

  • Some goals have been built that comply with the current Quidditch regulations. They are three posts, of three different heights, with a hoop on top.
  • A record has been created to fill in each match and thus facilitate the annotations of the table referee.
  • Rubrics have been designed to evaluate different objectives.
  • A hockey stick is also needed for each player they carry between their legs as a flying broom.
  • Black and white ribbons that players put on their heads depending on their role.
  • Four balls, three superblandas and another volleyball.
  • A “drone-ball” is essential.
  • Two telescopic fishing nets.

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A sport with sense and with a good pedagogical base:

With this project it was intended to increase the involvement of students in sports practice including in this something really motivating, in this case a drone.

It has been possible to practice an inclusive, non-sexist multisport , with several roles, four balls of two different types and different regulations.

With this design, in which the pilot has to achieve different levels depending on their results, we have used strategies of educational gamification , paradoxically, in a game.

Es un deporte con un hándicap importante al limitar tanto los desplazamientos como los pases y recepciones, al tener un stick entre las piernas que tienen que sujetar para evitar que se caiga y el que no pueden utilizar para hacer nada en el juego; se necesita:

  • Ejecutar lanzamientos de dos tipos de balones empleando sólo una mano.
  • Recibir pases de un compañero limitando la recepción al tener sólo una mano libre.

Es necesario jugar de forma cooperativa elaborando estrategias entre los diferentes roles para conseguir puntuar.

Se ha potenciado el uso de las nuevas tecnologías en esta área, algo poco habitual.

Se consiguen trabajar y mejorar destrezas, habilidades, coordinaciones y percepciones que se necesitan para el desarrollo de este deporte al incluir el dron:

  • Mejorar la percepción espacial en las tres dimensiones a través del pilotaje.
  • Fomentar la coordinación óculo manual.

Se ha realizado una práctica secuenciada en progresión del aumento de normas y roles a través de juegos, primero sin el dron y por último con él.

¿Qué objetivos didácticos tiene este proyecto?

  • Fomentar el interés por el deporte y la participación de todos los alumnos, en especial de aquellos que son más reacios a la realización de ejercicio físico.
  • Discernir entre los diferentes estímulos presentes y los estímulos a atender dependiendo de tu rol como jugador.
  • Investigar sobre diferentes deportes y sus reglamentos.
  • Crear un nuevo deporte a partir de uno existente, elaborar y dar a conocer el reglamento con sus diferentes roles y funciones.
  • Trabajar con estrategias cooperativas.
  • Improve the digital competence of the students through the use of new technologies not usual in teaching.
  • Accept the decisions made by the arbitrators.
  • Make decisions when going through the role of referee.
  • Improve communication strategies in English in recreational and sports environments.

 

We hope that others will be encouraged to learn and practice it, we will be happy to teach and share it.

El nuevo deporte innovador en un colegio de Valladolid: DRONITCH by