Confidence in Movement-Based Game Design Facilitation: Learning From a Novice Design Facilitator
Keywords:Movement-based design, Embodiment, Facilitation, Design expertise, Exergame, Education
Several movement-based and embodied design methods have been developed to supplement existing game design methods. Facilitating movement-based design methods is a practice that most game designers must master. Facilitation involves taking on several responsibilities and roles to ensure processes and activities follow the design project's principal values. For instance, the facilitator must possess design expertise and social awareness, be a direction setter and trust builder, facilitate stage engagement and mood, energise for commitment, and maintain a playful attitude. The many responsibilities and significant involvement will inevitably affect the facilitator, who enters an affective state facilitating the design activities. Through a phenomenological comparative analysis, this study explores how novice versus experienced facilitators perceive the emotion of confidence and its implications on the facilitation process. This analysis is based on a single case study of a two-day movement-based sports innovation camp for 80 K-12 high school students. Empirical data were generated using a combination of observations and interviews with seven of the involved facilitators: three experienced facilitators and four novice facilitators. Our research indicates that facilitation can be categorised into three stages focused on (1) Structure, (2) Process, and (3) Content. Reaching the Content stages requires a high bodily involvement closely linked to the facilitator’s confidence level, which we partially interpret as determined by the courage to use one’s body as a facilitation resource. Thus, the facilitation Process depends not only on the facilitator's level of expertise but also on confidence level and courage. Consequently, we recommend thorough preparation for each facilitation stage to support the facilitator's confidence. Structure: Outline a detailed playbook, organise the physical space and prepare necessary materials. Process: Prepare strategies for providing guidance and feedback. Content: Implement Movement-Modifiers and participate in warm-up activities.